政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/132826
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 113648/144635 (79%)
Visitors : 51595757      Online Users : 972
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
    •  Adv. Search
    Home ‧ Login ‧ Upload ‧ Help ‧ About ‧ Administer Goto mobile version


    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/132826


    Title: 國民小學正向教育、教師幸福感與學校效能關係之研究
    A Study on the Relationships Among Positive Education, Teachers’ Well-Being and School Effectiveness in Elementary Schools
    Authors: 謝傳崇
    黃秋萍
    余惠瑄
    Contributors: 教育與心理研究
    Keywords: 正向心理學;正向教育;幸福感;學校效能
    positive psychology;positive education;well-being;school effectiveness
    Date: 2020-03
    Issue Date: 2020-11-24 15:24:09 (UTC+8)
    Abstract: 本研究旨在了解國民小學正向教育、教師幸福感與學校效能的現況與三者之間的關係。採問卷調查法並使用結構方程模式驗證國民小學正向教育、教師幸福感與學校效能的影響關係。本研究編製國民小學正向教育、教師幸福感與學校效能問卷，以臺灣地區國民小學教師為研究對象，共蒐集有效問卷556份。研究結果顯示，國民小學教師知覺正向教育、教師幸福感與學校效能的現況良好，且三者影響關係模式適配度良好。國民小學正向教育對於學校效能有顯著之直接效果，但教師幸福感亦具有影響學校效能的部分中介作用。本研究建議學校推動正向教育，發展正向而有意義的教育方式，並提高教師幸福感的中介作用，進而增進學校效能。
    The purpose of this study is to understand the current status of positive education, teacher well-being and school effectiveness in elementary schools and to explore the relationships among them. A questionnaire based on these three factors was developed and used as the primary research method, and structural equation modeling was applied to identify the linear relationships between these factors. The questionnaire was administered to a sample of selected elementary schools in Taiwan, and a total of 556 valid questionnaires were returned. The results show that the current status of positive education, teacher well-being and school effectiveness in elementary schools responded well, and that positive education affects school effectiveness through a moderate mediating effect of teacher well-being. This study suggests that we should promote positive education, develop positive and meaningful ways of teaching and learning, and strengthen the mediating role of teacher well-being, thereby enhancing the effectiveness of schools.
    Relation: 教育與心理研究, 43(1), 33-62
    Data Type: article
    DOI link: https://doi.org/10.3966/102498852020034301002
    DOI: 10.3966/102498852020034301002
    Appears in Collections:[Journal of Education ＆ Psychology] Journal Articles

    Files in This Item:

    File Description SizeFormat
    10.pdf17593KbAdobe PDF2298View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback