The Study on the Relationship Between Social Support and well-being of Public Junior High School Teachers in Taichung City

• Main Authors: Hui-hsuan Huang, 黃惠萱
• Other Authors: Chih-feng Lai
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/15832382360927073522

碩士 === 逢甲大學 === 公共政策研究所 === 104 === This study aims to discover junior high school teachers’ awareness of social support and well-being, and to reveal the relationship between these two variables. The different perceptions of the two variables among teachers with diverse backgrounds are also discussed. Based on the research findings, this study proposes suggestions for school administrators, junior high school teachers as well as further studies to teachers’ perceptions of social support and well-being. This research instrument is a questionnaire about teacher’s social support and well-being. With stratified random sampling, 504 questionnaires were distributed to 17 public junior high schools in Taichung City. 455valid responses were obtained. Descriptive statistics, T-test, one-way ANOVA, Pearson’s product-moment correlation and stepwise multiple regression were used to analyze the data. Findings of the study were as follows. 1. The acquired level of junior high school teachers’ social support is above average. They score the highest in “Emotional Support,” but the lowest in “Instrumental support.” 2. The acquired level of junior high school teachers’well-being is above average. They score the highest in “Life Satisfaction,” but the lowest in “optimism.” 3. Teachers with less teaching experience, teachers with administrative duty, and teachers in schools with the small amount of classes have higher awareness of social support. 4. Teachers who are about to retire and teachers with administrative duty have higher awareness of well-being. 5. Social support has positive effects on well-being. 6. Social support can effectively forecast well-being.