本研究旨在探討幼兒園教師社會支持與幸福感的現況及兩者間的關係。為達研究目的，本研究採用問卷調查法進行研究。以臺中市公私立幼兒園教師為研究對象，採分層隨機抽樣的方式進行，共發出問卷524份，回收有效問卷422份，有效回收率達80%。問卷填答結果以平均數、標準差、典型相關與多元迴歸等方式進行資料處理。獲得以下結論：一、臺中市公私立幼兒園教師的社會支持現況屬中上程度，其中以「家人情緒性支持」最高。二、臺中市公私立幼兒園教師的幸福感現況屬中上程度，其中以「人際關係」的幸福感最高。三、幼兒園教師的社會支持層面與幸福感層面呈現正相關。四、在預測幼兒園教師的「整體幸福感」上，以「家人訊息性支持」為最高。最後，根據研究結論，提出相關建議作為幼兒園教師與未來研究之參考。

The study aims to investigate the levels of social support and sense of well-being of preschool teachers in Taichung City and to identify the relationships between preschool teachers' sense of social support and well-being. A self-developed questionnaire was used to collect data from the target subjects to survey their sense of social support and well-being. A total of 524 copies of questionnaire were distributed to stratify-sampled preschool teachers in Taichung City. Only 422 respondents returned, representing an 80% valid response ratio. The collected data were analyzed with the Statistical Package for Social Sciences12. Descriptive statistics, multiple-regression, and Pearson correlation were applied to analyze the relationships among the variables.The results are summarized as follows:1. The level of social support perceived by the preschool teachers reaches middle-upper level, while the highest score goes to the category of family emotional support.2. The sense of well-being perceived by the preschool teachers reaches middle-upper level, while the highest score goes to the category of personal relationship.3. There is positive correlation between the level of social support and the sense of well-being of the preschool teachers.4. Among the variables examined, the ”informational support of family” category contributes the most of variances while predicting the level of preschool teachers' sense of well-being.The findings of this work are expected to provide feasible suggestions for the preschool teachers as well as researchers who are interested in this topic.