影響生命意義感的因素眾多，如種族、年齡……等，但進修因素導致教師生命意義感改變的情形卻鮮少深入探討。且過去的研究只有橫斷資料的分析，缺少縱貫資料的探討。因此，本研究用自編教師生命意義感量表，以283位教師為研究對象，每間隔二個月施測乙次，共施測四次。採潛在成長模式，分析四次的改變情形。調查結果獲得二點結論：一是教師在意志自由、求意義的意志、生命意義等三個層面及生命意義感總分等屬於中上程度，且偏正向。其次，在潛在成長模式方面，生命意義感的意義自由層面、求意義的意志層面與總分之成長曲線都是直線上升，而生命意義層面則是先升下降。針對研究結論，提出以下建議：一、多加強求意義的意志之成長，二以更正向的態度因應時間壓力，避免消退生命意義感。三則是未來的研究建議。

Previous studies have indicated that life meaning is associated with many resources, such as ethic and age, but there is no study to explore the change with time on life meaning of in-service teachers. Therefore, this study complied the Scale of Teachers' Life Meaning to collect the longitude data by four waves of survey(N = 283), and employed module of latent growth curve in Amos 6 to estimate the change. The study came up with two conclusions: 1) In-service teachers' sense of life meaning is above middle level. 2) In-service teachers' sense of life meaning increase with time. According to the findings, three recommendations are offered for in-service teachers: 1) Strengthening the will to meaning. 2) Continuing to attend in-service training to increase the sense of the life meaning. 3) Adopting a positive attitude to cope with the time pressures, to avoid a fading sense of the meaning of life.