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題名:高中職教師心理資本、職場靈性、生命意義感與心理幸福感關聯之研究
作者:李桂仙
作者(外文):Li, KUEI-HSIEN
校院名稱:國立高雄師範大學
系所名稱:教育學系
指導教授:吳和堂
學位類別:博士
出版日期:2017
主題關鍵詞:高中職教師心理資本職場靈性生命意義感心理幸福感Senior high school teacherpsychological capitalworkplace spiritualitymeaning of lifepsychological well-being
原始連結:連回原系統網址new window
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  本研究旨在探討高中職教師心理資本、職場靈性、生命意義感與心理幸福感之關聯,以瞭解心理資本對心理幸福感的直接影響,與心理資本是否透過職場靈性與生命意義感間接影響心理幸福感。
  本研究採用問卷調查法,以公私立高中職教師為母群體,抽取853位現職高中職教師作為研究之正式樣本。研究工具包含「心理資本量表」、「職場靈性量表」、「生命意義感量表」及「心理幸福感量表」。本研究採用探索性因素分析、驗證性因素分析與結構方程模式分析等信效度檢證、單因子多變量之變異數分析及相關徑路模式等統計方法作為分析資料與驗證假設。
  本研究結果發現:現況方面,高中職教師之心理資本、職場靈性、生命意義感與心理幸福感的現況均達中上程度。差異方面,性別、年齡、婚姻狀況、服務年資與教育程度等背景變項在心理資本上有顯著差異,與其變項有關聯;性別、年齡、婚姻狀況、服務年資與宗教信仰等背景變項在職場靈性與有顯著差異;性別、年齡、婚姻狀況、服務年資、教育程度、宗教信仰等背景變項生命意義感上有顯著差異關聯;性別、年齡、婚姻狀況、服務年資與教育程度等變項在心理幸福感有顯著差異。典型相關方面,高中職教師之心理資本、職場靈性、生命意義感與心理幸福感彼此間具有典型相關聯性。中介效果方面,高中職教師之心理資本對心理幸福感有直接效果;再則,職場靈性與生命意義感在心理資本與心理幸福感間具有中介效果。
  最後,本研究根據上述研究結論,提出具體建議,以供高中職教師、學校單位、教育行政機關、師資培育機構與後續研究之參考。
OBJECTIVES: The goal of this study is trying to understand the effect of psychological capital on high school teacher psychological well-being via clarifying the relationships between psychological capital, workplace spirituality, the meaning of life, and psychological well-being. We expected the effect of psychological capital on psychological well-being is mediated by workplace spirituality and meaning of life.
METHODS: A survey was conducted in this study, which sampled from municipal and private senior high school teacher (N=853). The samples were analyzed by Basic Data, Psychological Capital Scale, Workplace Spirituality Scale, Meaning of Life Scale and Psychological Well-Being Scale. Exploratory Factor Analysis (EFA), Reliability Analysis, Confirmatory Factor Analysis (CFA), one-way ANOVA, and structural equation modeling (SEM) were used to analyze and validate the hypothesis.
RESULTS: The findings in lines with the hypothesis that the effect of psychological capital on psychological well-being is mediated by workplace spirituality and meaning of life. Also, the status quo of senior high school teachers’ psychological capital, workplace spirituality, the meaning of life, and psychological well-being are above average. Gender, age, marital status, seniority, and education level have significant effect on psychological capital; gender, age, marital status, seniority, and religious beliefs have significant effect on workplace spirituality; gender, age, marital status, seniority, education level, and religious beliefs have significant effect on meaning of life; gender, age, marital status, and education level have significant effect on psychological well-being. The canonical correlation of psychological capital, workplace spirituality, the meaning of life, and psychological well-being are significant high in this study. Lastly, suggestions to high school teachers, schools, education administrative institutes, teaching education institutes, and future studies are proposed.
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