快樂校長效應：以花東地區原、漢國小校長及導師為例

The Happy Principal Effect: A Study of Aboriginal and Han Elementary School Principals and Homeroom Teachers in Eastern Taiwan

本研究採用2015年「臺灣東部教育長期資料庫」國小校長卷和導師卷資料，以新資本論建構研究架構，再以HLM進行分析，主要在探討花東地區原、漢國小校長心理幸福感對原、漢國小導師心理幸福感的影響。研究發現學校教育現場確實存在「快樂校長效應」，即有快樂幸福的校長就有快樂幸福的教師：校長的成就感愈高，教師的成就感也愈高；校長的憂鬱感愈低，教師的憂鬱感也愈低（成就感也愈低）；校長的疏離感愈低，教師的憂鬱感愈低、疏離感也愈低。另外，原住民校長所領導的學校，教師憂鬱感較低；原住民導師的成就感雖然較低，但憂鬱感和疏離感也低；全校代理教師比例愈高，則教師成就感愈低、疏離感愈高；研究所學歷、身體愈健康的校長所領導的學校，教師成就感和憂鬱感較高；正式教師的成就感較低、憂鬱感和疏離感皆較高；兼組長者的成就感較高、憂鬱感和疏離感也較高。最後，根據研究結果對校長、教育行政機關提出促進校長和教師心理幸福感的建議。

This study utilized data from the“Taiwan Eastern Education Lon¬gitudinal Database”of 2015, specifically the elementary school principal and teacher questionnaires. The research framework was constructed based on Neo-Capital Theory, and analysis was conducted using Hierar¬chical Linear Modeling (HLM). The primary aim was to investigate the influence of psychological well-being of principals on the psychological well-being of teachers in Aboriginal and Han elementary schools in the Hualien and Taitung regions. The findings confirmed the existence of a“Happy Principal Effect”in educational settings, indicating that hap¬py principals correspond with happy teachers: the higher the principal’s sense of achievement, the higher the teachers’sense of achievement; the lower the principal’s level of depression, the lower the teachers’level of depression (and the lower their sense of achievement); the lower the prin¬cipal’s sense of alienation, the lower the teachers’levels of depression and alienation. Additionally, schools led by Aboriginal principals reported lower levels of teacher depression. Aboriginal teachers, while demon¬strating lower achievement levels, also exhibited lower levels of depres¬sion and alienation. Schools with higher proportions of substitute teach¬ers showed lower teacher achievement and higher alienation. Schools led by principals with graduate degrees and better physical health reported higher levels of teacher achievement and depression. Tenured teachers demonstrated lower achievement and higher levels of both depression and alienation. Teachers who also served as division heads showed higher achievement but also higher levels of depression and alienation. Based on these findings, the study offered recommendations to principals and edu¬cational authorities for enhancing the psychological well-being of both principals and teachers.