Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/80868
Title: 巔峰型教師的樣貌:圓滿幸福、知覺工作壓力、靈性幸福感及心理健康之關係
Other Titles: What does the flourishing teacher look like? The Relationships between Flourishing, Perceived Work Stress, Spiritual Well-being and Mental Health
Authors: 余民寧
陳柏霖
陳玉樺
Min-Ning Yu, Po-Lin Chen, Yu-Hua Chen
Issue Date: Sep-2018
Publisher: 國立臺灣師範大學教育心理學系
Department of Educational Psychology, NTNU
Abstract: 統上,健康的概念被視為不僅是沒有心理疾病,而且必須是同時擁有心理健康的一種完整狀態。教師心理健康狀態,長期以來備受各界所熱衷探討的關鍵議題。本研究旨在了解巔峰型教師的樣貌,探究圓滿幸福、知覺工作壓力、靈性幸福感及心理健康之關係。本研究為橫斷性研究,採用問卷調查法,隨機抽樣兩批全國中小學教師,共獲得2,400名有效樣本進行調查。問卷內容包括主觀幸福感短版量表、圓滿幸福量表、靈性幸福感量表、臺灣憂鬱情緒量表。採用獨立樣本t檢定、驗證性因素分析、結構方程式模型等分析。研究發現:(1)大多數教師的心理疾病程度偏低,但仍有9.8%的中小學教師群,係屬於幽谷型的心理健康狀態類型;(2)「掙扎型」,共1人(0.1%)、「徬徨型」,共5人(0.2%)、「混亂型」,共54人(2.3%)、「奮戰型」,共50人(2.1%)、「大眾型」,共240人(10%)、「愁善型」,共316人(13.2%)、「顛峰型」,共520人(21.7%)、「滿足型」,共978人(40.8%)、「幽谷型」,共236人(9.8%)。(3)巔峰型教師比起幽谷型教師具有較佳的靈性幸福感、圓滿幸福、知覺較低的工作壓力負荷;(4)巔峰型教師的靈性幸福感在圓滿幸福與憂鬱間扮演調節的角色;(5)巔峰型教師的主觀幸福感在知覺工作壓力與憂鬱間扮演中介的角色。整體而言,巔峰型教師比其他類型教師,具有較好的心理健康狀態與特質。最後依據本研究的發現,提出未來研究的具體方向與相關限制。
Traditionally, the concept of health was viewed as not sick or no-illness and the mental health was conceptualized as absence of mental illness. The main purpose of this study was to explore teachers' mental health. The purpose of this current study is to explore the teachers with the type of flourishing mental health. The relationships between flourishing, perceived work stress, spiritual well-being and mental health. This is a cross-sectional study, used the data randomly sampled from the elementary to senior-high-school teachers of whole Taiwan. A total random sample of 2,400 teachers were collected and analyzed. They were asked to fill up four scales anonymously: Subjective Well-Being-short form (SWB-SF), Spiritual Well-Being Scale (SPIRTWBS), Flourishing Scale (FS), and Taiwan Depression Scale (TDS). Data analysis included the t-test, CFA, and SEM. Results show that 1) Most teachers did not exhibit mental illness symptoms, however, 9.8% of the teachers were classified into the languishing mental health status; 2) There was 2.3% of teachers’ (54) in a floundering state, 0.2% of teachers’ (5) in a hovering state, 0.1% of teachers’ (1) in a struggling state, 13.2% of teachers’ (316) in sentimental state, 10% of teachers’ (240) in popular state, 2.1% of teachers’ (50) in a striving state, 9.8% of teachers’ (236) in languishing state, 40.8% of teachers’ (978) in a contented state, 21.7% of teachers’ (520) in flourishing state; 3) The flourishing teachers have significantly higher scores on the whole spiritual well-being, flourishing, lower work stress than those of the languishing teachers; 4) “Spiritual well-being” play moderating effect for “flourishing “to “depression”. 5) “Subjective well-being” play mediation role for “perceived work stress “to “depression”. On the whole, the flourishing teachers have better mental health status and traits than other types of teachers. Finally, according to findings of this research, the researcher proposed the specific directions for future researches and restrictions.
URI: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/80868
Other Identifiers: 7B3BC9AE-0744-AE57-36D0-AB35EF9AB9A8
Appears in Collections:教育心理學報

Files in This Item:
File SizeFormat 
ntnulib_ja_A0201_5001_001.pdf690.22 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.