教師幸福感內涵之探究

A Study on the Contents of Teachers' Well-being

10.6423/HHHC.201005.0168

邱惠娟(Hui-Chuan Chiu)；童心怡(Hsin-Yi Tung)

教師 ； 快樂 ； 幸福感 ； Teachers ； Happiness ； Well-being

學校行政

67期（2010 / 05 / 01）

168 - 180

繁體中文

教師幸福感係指教師個人主觀對自己的正負向情感、生活滿意與身心健康等方面之整體評估的一種感受與滿意程度。社會長期以來賦予教師許多的使命與責任，其言行舉止、一舉一動都是社會關注的焦點，教師在教育工作的成敗上更是扮演著關鍵性的角色。然而，教育是師生雙向的互動過程，倘若教師在自己的職涯中感受快樂與幸福感，則教師會對教學充滿熱情與活力，如此直接與間接地影響著學生、激勵著學生，進而促使學生真正喜歡學校，熱愛學習。因此，瞭解教師的主觀幸福感受及其相關內涵便顯得非常重要。據此，本文首先闡明幸福感的意涵，其次分析幸福感相關理論，接續探討教師影響幸福感的相關因素，最後提出增進教師幸福感的策略。

Teachers' well-being is about how feeling and satisfaction that teachers subjectively evaluate their own emotions, life satisfaction, and physical and mental health. Teachers in our society are endued with many missions and responsibilities. Their behaviors are always concerned by the public. Therefore, teachers play an important role in education. However, education is a two-way interactive process between teachers and students. If teachers could feel happy in their career, they will be probably enthusiastic and energetic about teaching. Teachers directly and indirectly influence and motivate their students to sincerely love learning. Hence, understanding teachers' well-being and its relative contents will become very significant. According to this, this study is aimed to enunciate the meaning and contents of well-being first; secondly probe into the relative factors that affect teachers' well-being, and finally pose some strategies to improve teachers' well-being.

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