本研究旨在探討國中兼任不同職務教師之角色壓力、社會支持與幸福感之關係，採問卷調查法並以新竹以北之國中教師為對象，包括：教師兼主任、教師兼組長、教師兼導師及專任教師，共獲得647份有效問卷。將所得資料以單因子變異數分析、皮爾遜積差相關與逐步多元迴歸等進行分析後，結果顯示：而不同背景變項在各層面皆有顯著差異性，其中以兼任組長與兼任導師的角色壓力最大，主任與專任教師角色壓力最小。此外，各變項間皆有顯著相關，且角色壓力與社會支持能有效預測國中教師的幸福感。希望透過此研究，提供教育機關在安排兼任行政人力的實証基礎，並提供兼任不同職務教師角色壓力調適的平台與機制，進而達到身心與外界平衡的幸福圓滿狀態。

This study explores the correlations between role stress, social support and the well-being of junior high school teachers serving as administrative staff. The study used questionnaires and 647 effective samples were received from junior high school teachers in northern Taiwan as participants. These had been distributed to staff working in the joint positions of teacher and director, teacher and section chief, teacher and mentor, and full-time teachers. The data were collected and analyzed by one-way ANOVA, Pearson product- moment correlation and multiple stepwise regression analysis. The results show that all the variables' current situation was above average, there was significant difference in different background variables and there were significant correlations and powerful. The results provide some empirical evidence for the use of educational authorities. Thus when they arrange administrative work for teachers, the results can be helpful to reduce teachers' role stress and promote their well-being, thereby achieving a more complete state of physical and mental well-being and outside balance.