臺中市公立國民小學，教師社會支持與幸福感之研究

The Study on the Relationship Between Social Support and Well-being of Public Elementary School Teachers in Taichung City

本研究旨在探討臺中市公國民小學教師知覺社會支持與幸福感之現況，比較不同背景變項之國民小學教師知覺社會支持以及幸福感之差異情形，並分析教師社會支持與教師幸福感之關係，最後探究教師社會支持對於教師幸福感的預測力。本研究以108學年度臺中市公立國民小學教師人數為母群體並透過SurveyCake平台，採問卷調查法進行研究資料的蒐集，回收有效問卷數為512份。樣本資料以SPSS軟體進行分析，進行描述性統計、t考驗、單因子變異數分析、皮爾森積差相關與逐步多元迴歸分析，所獲致研究結論如下： 一、國小教師知覺社會支持情況屬中上程度，以「情緒性支持」最高，「工具性支持」最低。 二、國小教師知覺幸福感情況屬「中上」程度，以「正向情緒」最高，「生命意義」最低。 三、年資較淺、擔任行政職務及班導師職位之教師知覺社會支持程度較高。 四、男性、教師兼主任職位、已婚、有子女之教師其教師幸福感知覺程度較高。 五、國小教師社會支持與幸福感具有顯著正相關。 六、國小教師社會支持對於教師幸福感具有顯著預測力。

This research aims to explore teachers’ perceived social support and well-being in public elementary schools in Taichung City. By comparing the differences in perceived social support and well-being of elementary school teachers with different background variables to analyze the rela-tionship between the social support and well-being, and finally explore the predictability of teachers’ social support on well-being. In this study, the 2019 academic year of elementary school teachers from Taichung City were served as the population. The survey techniques method was used to collect research data through the SurveyCake platform. 512 valid ques-tionnaires were received in the end. The data were analyzed with descrip-tive statistics, t-test, one-way analysis of variance, Pearson Correlation and Stepwise Multiple-Regression Analysis through the SPSS software. The research has found the following results: 1. Elementary school teachers’ perceived social support is at an upper-middle level, with “emotional support” being the highest and “instrumental support” being the lowest. 2. Elementary school teachers’ perceived well-being is at an uppermiddle level, with “positive emotion” being the highest and “meaning of life” being the lowest. 3. Teachers with less experience, taking an administrative position or being a homeroom teacher perceive higher levels of social support. 4. Male teachers, hold a concurrent position as directors, are married or have children have a higher perception of well-being. 5. There is a significant positive correlation between social support and the well-being of elementary school teachers. 6. Elementary school teachers’ social support has significant predictability on teachers’ well-being.