花東地區原、漢國小導師心理幸福感影響機制研究

The Mechanisms Influencing the Psychological Well-being of Aboriginal and Han Elementary School Teachers in the Hualien and Taitung Regions

本研究採用2015年「臺灣東部教育長期資料庫」國小導師卷資料，以新資本論建構研究架構，再以階層多元迴歸方法進行路徑分析，探討影響花東地區原、漢國小導師心理幸福感的因果機制。研究發現原住民導師的成就感比較低，可能是文化資本的影響。教師的年資愈長和研究所以上學歷有利其成就感，這是教師人力資本的影響；不過，正式教師在控制年資和學歷之後成就感還是比較低。學校組織氣氛愈友善愈有利教師幸福感，也能同時提升教師認同和降低工作倦怠而間接有利教師幸福感。即學校組織氣氛透過工作品質具有部份中介效果，這是學校社會資本的影響機制。內控信念者的成就感高、疏離感低，而外控信念者憂鬱感高。而內控信念者也知覺到工作品質好，間接有利教師心理幸福感，而外控信念者則反之。即教學控制信念透過工作品質具有部份中介效果，這是教學控制信念的影響機制。導師兼組長職者心理比較不健康。最後，根據研究結果對未來研究、教師、校長、教育行政機關提出可以促進教師心理幸福感的建議。

This study utilized data from the“Eastern Taiwan Education Lon¬gitudinal Database 2015”homeroom teacher survey, constructing a the¬oretical model based on neo-capital theory and employing hierarchical multiple regression for path analysis to investigate the causal mecha¬nisms affecting psychological well-being among Aboriginal and Han elementary school homeroom teachers in the Hualien and Taitung re¬gion. The findings revealed that aboriginal teachers exhibited lower levels of achievement satisfaction, possibly due to cultural capital influences. Teachers with longer years of service and graduate degrees demonstrated higher achievement satisfaction, reflecting the impact of human capital; however, tenured teachers reported lower achievement satisfaction after controlling for years of experience and educational background. More supportive school organizational climates positively influenced teacher well-being, while simultaneously enhancing teacher identification and reducing burnout, thus indirectly benefiting psychological well-being. This demonstrated the partial mediating effect of school organizational climate through work quality, illustrating the influence mechanism of school social capital. Teachers with internal locus of control exhibited higher achievement satisfaction and lower alienation, while those with external locus of control reported higher depression levels. Furthermore, teachers with internal locus of control perceived better work quality, in¬directly benefiting their psychological well-being, whereas the opposite was true for those with external locus of control. This demonstrated the partial mediating effect of teaching control beliefs through work quality, revealing the influence mechanism of teaching control beliefs. Teachers who concurrently served as department heads reported poorer psycho¬logical health. Based on these findings, recommendations were proposed for future research, teachers, principals, and educational administrative agencies to promote teachers’psychological well-being.