英文摘要 |
This research aims to explore teachers’ perceived social support and well-being in public elementary schools in Taichung City. By comparing the differences in perceived social support and well-being of elementary school teachers with different background variables to analyze the rela-tionship between the social support and well-being, and finally explore the predictability of teachers’ social support on well-being. In this study, the 2019 academic year of elementary school teachers from Taichung City were served as the population. The survey techniques method was used to collect research data through the SurveyCake platform. 512 valid ques-tionnaires were received in the end. The data were analyzed with descrip-tive statistics, t-test, one-way analysis of variance, Pearson Correlation and Stepwise Multiple-Regression Analysis through the SPSS software. The research has found the following results:
1. Elementary school teachers’ perceived social support is at an upper-middle level, with “emotional support” being the highest and “instrumental support” being the lowest.
2. Elementary school teachers’ perceived well-being is at an uppermiddle level, with “positive emotion” being the highest and “meaning of life” being the lowest.
3. Teachers with less experience, taking an administrative position or being a homeroom teacher perceive higher levels of social support.
4. Male teachers, hold a concurrent position as directors, are married or have children have a higher perception of well-being.
5. There is a significant positive correlation between social support and the well-being of elementary school teachers.
6. Elementary school teachers’ social support has significant predictability on teachers’ well-being. |