| 關 鍵 詞： |
心理幸福感；原漢族別；新資本論；HLM |
| 中文摘要： |
本研究採用 2015 年「臺灣東部教育長期資料庫」國小校長卷、導師卷和學生卷等資料，以社會資本網絡理論建構研究架構，再以 3 階 HLM 進行分析，主要在探討花東地區國小原、漢師長心理幸福感對原、漢學童心理幸福感的影響。研究發現學校教育現場確實存在「快樂師長效應」：校長的成就感愈高，學生的成就感愈高、學業成就表現愈好；校長的疏離感愈低，學生的憂鬱感愈低；導師的疏離感愈低，學生的疏離感愈低、學業成就表現愈好。原住民校長所領導的學生的疏離感比較低；原住民導師所教導的學生的成就感則比較低、學業成就表現也比較低。已婚導師所教導的班級學生的疏離感比較低；導師兼組長所教導的班級學生的疏離感比較高，但學業成就表現比較好。學校整體社會資本所構成的校園氛圍愈友善，愈能提高學生的幸福感。最後，根據研究結果對家長、學校、教育行政機關和未來研究提出促進學童心理幸福感的建議。
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| 英文關鍵詞： |
Aboriginal-Han ethnicity；HLM；neo-capital theory；psychological well-being |
| 英文摘要： |
This study utilized data from the 2015 “Eastern Taiwan Educational Longitudinal Database,” including principal, homeroom teacher, and student questionnaires, to construct a research framework based on the network theory of social capital and employed 3-level HLM for analysis. The study primarily examined the influence of Aboriginal and Han educators’ psychological well-being on Aboriginal and Han students’ psychological well-being in elementary schools in the Hualien-Taitung region. The findings revealed that a “happy teacher effect” indeed existed in school educational settings: the higher the principals’ sense of achievement, the higher students’ sense of achievement and the better their academic performance; the lower the principals’ sense of alienation, the lower students’ depression; the lower the homeroom teachers’ sense of alienation, the lower students’ sense of alienation and the better their academic performance. Students led by Aboriginal principals exhibited lower levels of alienation; however, students taught by Aboriginal homeroom teachers showed lower levels of achievement and poorer academic performance. Students in classes taught by married homeroom teachers demonstrated lower levels of alienation; students in classes taught by homeroom teachers who concurrently served as team leaders showed higher levels of alienation but better academic performance. The more friendly the overall school social capital composition created a campus atmosphere, the more it enhanced students’ well-being. Finally, based on the research findings, recommendations were proposed for parents, schools, educational administrative agencies, and future research to promote students’ psychological well-being.
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| 目 次： |
壹、緒論
貳、文獻探討
一、社會資本網絡理論與新資本論
二、學校層級因素、校長領導效能、工作滿意與幸福感
三、班級導師層級因素、控制信念、學校組織氣氛、工作品質與幸福感
四、學生層級因素、各項資本、學業成就與幸福感
參、研究方法
一、研究架構
二、研究假設
三、研究對象和資料來源
四、研究限制
五、變項測量
六、資料處理
七、分析方法
肆、研究結果與討論
一、結果與發現
二、綜合討論
伍、結論與建議
一、結論
二、建議
參考文獻
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