| Summary: | 碩士 === 國立新竹教育大學 === 人資處教育行政碩士專班 === 99 === This study is first to explore the current situation and the differences of junior high teacher’s orientations to happiness, teacher’s subjective well-being and teachers’ organizational commitment. Next, to investigate the interrelationships among junior high teacher’s orientations to happiness, teacher’s subjective well-being and teachers’ organizational commitment. Finally, it further explores the impact of junior high teacher’s orientations to happiness and teacher’s subjective well-being on the teachers’ organizational commitment.
The research methods include literature review and questionnaire survey. The survey subjects are public junior high school teachers across Taiwan area. The research handed out 1094 questionnaires, among which there were 900 questionnaires valid with the availability rate of 95.3%. The data is analyzed by descriptive statistics, independent sample t-test, one-way ANOVA, Pearson correlation, canonical correlation and multiple regression analysis. The findings based on the results of the research are as follows:
1. Teachers’ perceptions of orientations to happiness and organizational
commitment reach the high level, and the perception of subjective
well-being only reaches the middle level.
2. Teachers who get higher scores on orientations to happiness are those who are senior, more than 21 years of service, as directors, married, and working in the metropolitan areas.
3. Teachers who get the higher scores on subjective well-being are those who are male, senior, with the highest academic qualification above the Institute, senior server, as part-time administrative workers, married, and as PE teachers.
4. Teachers who get the higher scores on organizational commitment are those who are male, senior, with the highest academic qualification above the Institute, more than 21 years of service, as part-time administrative workers, married, and working in the metropolitan areas.
5. There are positive correlations between teacher’s orientation to happiness and teachers’ subjective well-being; there are positive correlations between teacher’s orientation and teachers’ organizational commitmen; there are positive correlations between teacher’s subjective well-being and teachers’ organizational commitment.
6. "Positive emotions, pursuit of meaning, negative emotions and life satisfaction" have a high explanatory power on teacher’s organizational commitment.
According to the research findings, some suggestions are proposed for the reference of junior high school teachers, principals, and research staff engaged in future related researches.
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