國小教師道德心理歷程模式：以逆境回應與關係誠信為中介變項

A Structural Model of Elementary School Teachers’ Moral-Psychological Processes: Mediating Roles of Adversity Response and Relational Integrity

本研究旨在建構並檢驗國小教師道德心理歷程模型，探討目標價值、道德復原力（逆境回應與關係誠信）、相對道德意識與他人導向道德傷害之結構關聯。本研究以臺灣622位公立小學教師為對象，採橫斷式問卷調查，並以結構方程模型進行分析。結果顯示：一、目標價值與逆境回應及關係誠信皆呈顯著正向關聯；二、逆境回應與關係誠信呈顯著正向關聯，但與他人導向道德傷害之關聯未達顯著；三、關係誠信與相對道德意識呈顯著正向關聯；四、目標價值可透過關係誠信之單一中介路徑，以及經由「逆境回應→關係誠信」之連續中介路徑，間接連結至相對道德意識；五、與他人導向道德傷害相關之直接與間接路徑多未達顯著，顯示其可能涉及更多制度與情境因素。整體而言，本研究支持國小教師之道德心理歷程可透過「目標價值—逆境回應—關係誠信—相對道德意識」之連續結構關聯加以理解；其中，相對道德意識可視為教師在倫理判斷中展現情境敏感性與多元觀點權衡的重要認知結果。相較之下，他人導向道德傷害之相關心理風險經驗可能較具多因性與脈絡依賴性，較難僅由個人層次之價值承諾與道德復原力加以解釋。研究結果可為師資培育、教師支持系統與學校倫理環境之建構提供參考。

This study developed and tested a structural model of elementary school teachers’ moral-psychological processes by examining the associations among goal values, moral resilience, moral relativism, and other-oriented moral injury. Moral resilience was conceptualized as two dimensions: adversity response and relational integrity. Data were collected from 622 public elementary school teachers in Taiwan through a cross-sectional survey and analyzed using structural equation modeling. The results showed that goal values were positively associated with both adversity response and relational integrity. Adversity response was positively associated with relational integrity, but not significantly associated with other-oriented moral injury. Relational integrity was positively associated with moral relativism. Goal values were also indirectly associated with moral relativism through relational integrity alone and through the sequential pathway of adversity response and relational integrity. By contrast, most direct and indirect pathways involving other-oriented moral injury were nonsignificant, suggesting that such experiences may be shaped by broader institutional and contextual factors. Overall, the findings suggest that elementary school teachers’ moral-psychological processes can be understood through a sequential pathway linking goal values, adversity response, relational integrity, and moral relativism. Moral relativism may reflect teachers’ contextual sensitivity and consideration of multiple perspectives in ethical judgment, whereas other-oriented moral injury appears to be a more multifaceted and context-dependent psychological risk experience. The findings have implications for teacher education, teacher support systems, and the development of ethical school environments.