| Summary: | 碩士 === 國立臺灣師範大學 === 教育心理與輔導學系 === 104 === The purpose of the study was to explore the differences and relations among adult attachment styles, the capacity to be alone and love relationship satisfaction of elementary school teachers in terms of their different backgrounds. We also examined the predictability of adult attachment styles and the capacity to be alone to love relationship satisfaction for elementary school teachers.
The sample consisted of 462 teachers from 26 elementary schools in New Taipei City with purposive sampling. The study gathered information through questionnaire surveys. The instruments applied were Attachment Style Scale, the Capacity to be Alone Scale and Relationship Assessment Scale. The obtained data were analyzed by frequency distribution & percentage, descriptive statistics, one-way MANOVA, independent-sample t-test, one-way ANOVA, Pearson’s product-moment correlation, and multiple stepwise regression analysis. The results were as follows:
1. The adult attachment styles of elementary school teachers varied significantly in terms of age, marital status, but not gender, birth order, educational level.
2. The capacity to be alone of elementary school teachers varied significantly in terms of gender, but not age, birth order, educational level, marital status.
3. The love relationship satisfaction of elementary school teachers varied significantly
in terms of age, but not gender, birth order, educational level, marital status.
4. There were significant correlations between adult attachment styles and the
capacity to be alone.
5. There were significant correlations between the capacity to be alone and love relationship satisfaction.
6. There were significant correlations between adult attachment styles and love relationship satisfaction.
7. The predictabilities of adult attachment styles and the capacity to be alone on love relationship satisfaction were significant. Among which the secure attachment style is the most predictable.
Based on the results, suggestions for teacher’s self-growth, educational
administration design programs or acticities, and future researches were discussed and
proposed.
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