國中教師工作壓力與心理幸福感之關係：以品味策略為中介變項

Abstract

本研究旨在探討國中教師工作壓力與心理幸福感之關係，並進一步檢驗品味策略在其中所扮演之中介角色。本研究採問卷調查法，以便利取樣方式，蒐集臺灣北、中、南、東部之公立國中教師，回收有效樣本328份，研究工具包含「教師工作壓力量表」、「品味策略量表」與「心理幸福感量表」。研究資料以描述性統計和皮爾森積差相關進行分析，並透過結構方程式模型檢定中介效果。主要研究結果發現：（一）國中教師之教師工作壓力可負向預測心理幸福感。（二）國中教師之教師工作壓力可負向預測品味策略。（三）國中教師之品味策略可正向預測心理幸福感。（四）國中教師之品味策略在教師工作壓力與心理幸福感之間具有顯著的中介效果。本研究依據上述結果進行討論，提出未來研究建議，以及教育機構發展教師支持方案之參考。This study explored the relationship between working stress of teachers and psychological well-being among junior high school teachers in Taiwan, with a focus on the mediating role of savoring strategy. A total of 328 public junior high school teachers from northern, central, southern, and eastern regions of Taiwan participated in the study. Data were collected through a structured questionnaire, which included the “Teacher Working Stress Scale,” “Savoring Strategy Scale,” and “Psychological Well-Being Scale.” Descriptive statistics, Pearson correlation analysis, and structural equation modeling (SEM) were utilized to analyze data and examine mediation effects. The main findings were as follows: (1) the working stress of junior high school teachers negatively predicts their psychological well-being; (2) the working stress of junior high school teachers negatively predicts their savoring strategy; (3) the savoring strategy of junior high school teachers positively predicts their psychological well-being; and (4) savoring strategies significantly mediated the relationship between teacher work stress and psychological well-being. Based on these findings, suggestions for future research and for educational authorities in developing teacher support programs are discussed.