國民小學正向教育、教師幸福感與學校效能關係之研究

A Study on the Relationships Among Positive Education, Teachers’ Well-Being and School Effectiveness in Elementary Schools

本研究旨在了解國民小學正向教育、教師幸福感與學校效能的現況與三者之間的關係。採問卷調查法並使用結構方程模式驗證國民小學正向教育、教師幸福感與學校效能的影響關係。本研究編製國民小學正向教育、教師幸福感與學校效能問卷，以臺灣地區國民小學教師為研究對象，共蒐集有效問卷556份。研究結果顯示，國民小學教師知覺正向教育、教師幸福感與學校效能的現況良好，且三者影響關係模式適配度良好。國民小學正向教育對於學校效能有顯著之直接效果，但教師幸福感亦具有影響學校效能的部分中介作用。本研究建議學校推動正向教育，發展正向而有意義的教育方式，並提高教師幸福感的中介作用，進而增進學校效能。

The purpose of this study is to understand the current status of positive education, teacher well-being and school effectiveness in elementary schools and to explore the relationships among them. A questionnaire based on these three factors was developed and used as the primary research method, and structural equation modeling was applied to identify the linear relationships between these factors. The questionnaire was administered to a sample of selected elementary schools in Taiwan, and a total of 556 valid questionnaires were returned. The results show that the current status of positive education, teacher well-being and school effectiveness in elementary schools responded well, and that positive education affects school effectiveness through a moderate mediating effect of teacher well-being. This study suggests that we should promote positive education, develop positive and meaningful ways of teaching and learning, and strengthen the mediating role of teacher well-being, thereby enhancing the effectiveness of schools.