本研究綜合張春興(民80)對心理異常的論述、身心適應問題量表的內涵、與國小教師的經驗，來編製一種適用於國小教師的「教師身心健康量表」。 「教師身心健康量表」包括身體化症狀、焦慮症狀、情感症狀、精神或認知症狀等四個分量表，形式採Likert式五點量尺。先晤談、調查國小教師身心健康狀況，參酌有關身心健康論述和工具以形成預試題本，經題目分析後編製本量表，全量表為60個題目。 本量表各量表之隔兩週重測信度係數異於.7923至.8956之間，隔四週重測信係數界於.7631至.8625之間，全量表之隔兩週、隔四周重測信度分別為.9120、.9023;各分量表的內部一致性係數異於.8928至.9108之間，全量表為.9660。以「校長評定量表」為效標來驗證同時效度，校長評定結果與各分量表結果的相關係數，異於.7546至.8799之間;以地區差異、性別差異、年齡差異、擔任職差異、學歷差異、內在相關及驗證性因素分析來驗證建構效度，結果顯示本量表的信度、效度頗佳。 隨機抽取656名國小教師為標準化樣本，建立四個不同年齡組教師的百分位數常模和T分數常模。

　　　　　 The purpose of this research was to construct the Teacher's Physical and Mental Health Inventory (TPMHI) for the elementary school teachers. The TPPI consists of 60 items which were classified into 4 subscales, including somatization, anxiety, affective disorder, and psychoticisum or cognitve disorder. This inventory took the form of the Likert-type five-point scales. The averaged test-retest reliability coefficients over a period of two weeks and a period of four weeks were .8539 and .8180, respectively. The averaged Counbach α coefficient for the subtests was .9019. Pearson correlations with President Rating Questionnaire for elementary school teacher's reponses were examined. Discussionson construct validity, comparistions of differences within areas, sex, ages, positions and educational degrees were provided. Five confirmatory factor analyses were conducted. Generally, the construct validity was acceptable. The separate norm of percentile and T score for each age-group was also provided by a sample of 656 teachers.