快樂師長效應—以花東地區原、漢國小師生為例：3階HLM的應用分析

Happy Teacher Effect-A Study of Aboriginal and Han Elementary School Teachers and Students in Eastern Taiwan:An Application of 3-Level HLM Analysis

本研究採用2015年「臺灣東部教育長期資料庫」國小校長卷、導師卷和學生卷等資料，以社會資本網絡理論建構研究架構，再以3階HLM進行分析，主要在探討花東地區國小原、漢師長心理幸福感對原、漢學童心理幸福感的影響。研究發現學校教育現場確實存在「快樂師長效應」：校長的成就感愈高，學生的成就感愈高、學業成就表現愈好；校長的疏離感愈低，學生的憂鬱感愈低；導師的疏離感愈低，學生的疏離感愈低、學業成就表現愈好。原住民校長所領導的學生的疏離感比較低；原住民導師所教導的學生的成就感則比較低、學業成就表現也比較低。已婚導師所教導的班級學生的疏離感比較低；導師兼組長所教導的班級學生的疏離感比較高，但學業成就表現比較好。學校整體社會資本所構成的校園氛圍愈友善，愈能提高學生的幸福感。最後，根據研究結果對家長、學校、教育行政機關和未來研究提出促進學童心理幸福感的建議。

This study utilized data from the 2015“Eastern Taiwan Educational Longitudinal Database,”including principal, homeroom teacher, and stu¬dent questionnaires, to construct a research framework based on the net¬work theory of social capital and employed 3-level HLM for analysis. The study primarily examined the influence of Aboriginal and Han educators’psychological well-being on Aboriginal and Han students’psychologi¬cal well-being in elementary schools in the Hualien-Taitung region. The findings revealed that a“happy teacher effect”indeed existed in school educational settings: the higher the principals’sense of achievement, the higher students’sense of achievement and the better their academic performance; the lower the principals’sense of alienation, the lower stu¬dents’depression; the lower the homeroom teachers’sense of alienation, the lower students’sense of alienation and the better their academic per¬formance. Students led by Aboriginal principals exhibited lower levels of alienation; however, students taught by Aboriginal homeroom teachers showed lower levels of achievement and poorer academic performance. Students in classes taught by married homeroom teachers demonstrat¬ed lower levels of alienation; students in classes taught by homeroom teachers who concurrently served as team leaders showed higher levels of alienation but better academic performance. The more friendly the overall school social capital composition created a campus atmosphere, the more it enhanced students’well-being. Finally, based on the research findings, recommendations were proposed for parents, schools, educa¬tional administrative agencies, and future research to promote students’psychological well-being.