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E10251
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「顛峰型」教師之研究
The Study of the Flourishing Teachers
1.余民寧
1.Min-ning Yu
1.國立政治大學教育系
1.Department of Education, National Chengchi University
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1.國立政治大學教育系
1.Department of Education, National Chengchi University
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1.科技部
1.Ministry of Science and Technology
A.14 計畫執行期間(起):2013-08-01
A.14 計畫執行期間(訖):2015-11-30
2013-10-012014-02-282014-10-012015-02-28
A.16 收到日期:2015-12-10
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依據教育部公告之高中職、國中、國小學校現職校師

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第一波:1,180 第二波:1,251


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003,007
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C.2 聯絡日期:2015-12-21
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1.國立政治大學教育系
1.Department of Education, National Chengchi University
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C.7 資料公開日期:2015-12-21
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1.顛峰型教師
2.主觀幸福感
3.靈性幸福感
4.顛峰幸福感
5.正向比
6.積極性因應
1.the Flourishing Teachers
2.Subjective Well-Being
3.Spiritual Well-Being
4.Flourishing
5.the Positivity-Ratio
6.Proactive Coping
本研究持續兩年蒐集教師心理健康相關因子,目的在賡續前案的九類心理健康狀態的分類,持續探索其中的顛峰型和幽谷型教師在各測量變項及量表上的差異,並 探索各種教師心理健康的保護因子或危險因子。第一年隨機抽樣全國中小學教師,共獲得1180名有效樣本,進行有關主觀幸福感量表、靈性幸福感量表、顛峰幸 福量表、及憂鬱情緒量表等因素的測量。第二年再次隨機抽樣全國中小學教師,共獲得1251名有效樣本,進行有關主觀幸福感量表、正向比量表、巔峰幸福感量 表、憂鬱量表、及積極性因應量表等因素的測量。兩年來的主要研究發現:(1)顛峰型教師比幽谷型教師在靈性幸福感總量表及其中三個子因素上,有顯著較高的 表現;(2)顛峰型教師比幽谷型教師在顛峰幸福量表及其二個子因素上,有顯著較高的表現;(3)顛峰型教師比幽谷型教師,具有較多的義工服務頻率及靜坐冥 想的經驗;(4)高正向比教師比低正向比教師,在主觀幸福感、巔峰幸福感、及積極性因應量表上,有顯著較高的表現;在憂鬱量表上,則有顯著較低的表現; (5)高正向比教師比低正向比教師,在處理學生問題、家長問題、及同(人)事問題的壓力上,有顯著較低的負荷感受;(6)主觀幸福感在正向比、積極性因應 及工作壓力與憂鬱之間,扮演著中介的角色。整體而言,顛峰型教師或正向比大於等於3的教師比其他類型教師,具有較為良好的心理健康狀態與特質;此外,本研 究提出部份教師心理健康的保護因子或危險因子,並發現主觀幸福感在其中扮演著中介的角色。最後,本研究亦針對研究結果提出具體建議。

The current study used the data randomly sampled from the elementary to senior-high-school teachers of whole Taiwan. First year, a total random sample of 1180 teachers were collected and analyzed. Second year, a total random sample of 1251 teachers were collected and analyzed. Data analysis included the t-test and SEM, while missing data were handled by using the EM algorithm to obtain the ML estimates. The whole data was collected by using a Likert-typed 4-point survey scale. The goodness-of-fit of model was found in the data. Results show that 1) the flourishing teachers have significantly higher scores on the four subscales and the whole Spiritual Well-Being Scale than those of the languishing teachers. 2) Besides, the flourishing teachers also have significantly higher scores on the two factors of Flourishing Scale, such as positive emotions and positive functions, than those of the languishing teachers. 3) The flourishing teachers have more activities of voluntary works and mindfulness meditation than those of the languishing teachers. 4) The teachers with positivity-ratio greater than and equal to 3 were proved as having higher scores on the Subjective Well-Being Scale, Proactive Coping Scale, Flourishing Well-Being Scale, and 3 lower scores on the Taiwan Depression Scale than those of other teachers with positivity-ratio less than 3. 5) Besides, the teachers with positivity-ratio greater than and equal to 3 perceived lower work-stress from students, parents, and colleges affairs, as compared to those of teachers with positivity-ratio less than 3. 6) The subjective well-being mediated the relationships between the positivity-ratio, proactive coping, healthy behavior, work-stress, and depression. In sum, the flourishing-type teachers seemed to be more health than the other types of teachers. Also, the teachers with positivity-ratio greater than and equal to 3 seemed to be more health than the other type of teachers. Finally, conclusions and suggestions for practice and further studies were also proposed.

D.16 完成檢誤日期:2016-03-03
D.17 預定釋出日期:2016-03-31
D.18 初次釋出日期:2016-03-31
D.19_1 最新版釋出日期:2016-03-31
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10.6141/TW-SRDA-E10251-1
https://efenci.srda.sinica.edu.tw/webview/index.jsp?object=https://efenci.srda.sinica.edu.tw:80/obj/fStudy/E10251
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