花東地區原、漢國小校長心理幸福感影響機制研究：人力資本論的觀點

A study on the influencing mechanism of psychological well-being among Aboriginal and Han Chinese elementary school principals in Hualien County and Taitung County, Taiwan: The perspective of human capital theory

本研究採用2015年「臺灣東部教育長期資料庫」國小校長卷資料，以人力資本論建構研究架構理論模型，利用結構方程模式和傳統迴歸方法進行路徑分析，探討影響原、漢國小校長心理幸福感的因果機制。研究發現漢人校長經驗人力資本和部份的健康人力資本是透過校長有效領導、工作滿意等中介變項間接提高整體心理幸福感，而且健康人力資本也有部份是透過工作滿意此中介變項間接提高整體心理幸福感；原住民校長的健康人力資本就只有透過工作滿意此中介變項間接提高整體心理幸福感，而原住民校長經驗人力資本的影響機制，會視其健康人力資本好壞情況而定，健康人力資本好的其影機制如同漢人校長一樣，反之影響機制則剛好相反；在控制背景和中介變項後，原住民校長負向心理疏離感比漢人校長高；學校代理教師比率高有利漢人校長心理幸福，不利於原住民校長心理幸福。最後，根據本研究研果，針對未來研究、校長個人和校長團體、教育當局提出若干可以提高校長心理幸福感的建議。

This study utilized data from the 2015“Taiwan Eastern Education Longitudinal Database,”specifically focusing on elementary school prin¬cipals. Grounded in human capital theory, the research constructed a theoretical model and applied structural equation modeling (SEM) and traditional regression methods for path analysis. The study examined the causal mechanisms influencing the psychological well-being of Aborigi¬nal and Han Chinese elementary school principals.
The findings revealed that for Han Chinese principals, experiential human capital and certain aspects of health-related human capital in¬directly enhanced overall psychological well-being through mediating variables such as effective leadership and job satisfaction. Moreover, a portion of health-related human capital also indirectly increased psycho¬logical well-being solely through job satisfaction. For Aboriginal princi¬pals, health-related human capital influenced psychological well-being exclusively through the mediating variable of job satisfaction. The mech-anism of influence for Aboriginal principals’experiential human capital depended on the condition of their health-related human capital: when health-related human capital was strong, the influence mechanism re¬sembled that of Han Chinese principals; conversely, the mechanism re¬versed when health-related human capital was weak.
After controlling for background and mediating variables, Aborigi¬nal principals demonstrated higher levels of negative psychological alien¬ation compared to Han Chinese principals. Additionally, a higher pro¬portion of substitute teachers in schools was found to benefit the psycho¬logical well-being of Han Chinese principals while disadvantaging that of Aboriginal principals. Based on these findings, the study proposed several recommendations for future research, individual principals, prin-cipal organizations, and educational authorities to enhance principals’psychological well-being.