國小教師幽默感與主觀幸福感之相關研究：以創意教學自我效能為中介變項

Abstract

創意教學已成為近年來教育的重要議題，教育也是促進社會進步的重要方式，而擔任教育工作的教師，其主觀幸福感、幽默感對教育的進行也頗具有影響力。本研究旨在探討國小教師幽默感與主觀幸福感之間的關係，以及創意教學自我效能在兩者的中介效果，研究者使用問卷調查法，調查對象為北、中、南區、東部及外島之383位國小教師，研究工具包含：「多向度幽默感量表」、「創意教學自我效能感量表」、「簡式中小學教師主觀幸福感量表」。本研究之結果如下：一、相關分析顯示，國小教師的幽默感、主觀幸福感與創意教學自我效能兩兩變項之間呈現高度正相關。二、國小教師的幽默感正向預測創意教學自我效能與主觀幸福感，且國小教師的創意教學自我效能感正向預測主觀幸福感。三、國小教師的創意教學自我效能在幽默感與主觀幸福感間，具有正向中介效果，意即其創意教學自我效能會透過幽默感正向影響主觀幸福感。四、創意教學自我效能在多向度幽默感的各個分量表與主觀幸福感皆有正向的中介效果，其中幽默因應能力最能正向預測主觀幸福感。五、以創意教學自我效能之分量表作為中介變項，結果呈現幽默感與主觀幸福感之間，正向肯定和負向自覺具有正向的中介效果。六、以主觀幸福感之分量表作為依變項，創意教學自我效能在幽默感和情緒幸福感之間有正向的中介效果。最後本研究亦提出後續相關研究討論與教學實務之建議，並針對本研究的未來方向進行討論，以期能做為未來國小教師於教學現場之運用以及在職進修之參考依據。

Creative teaching has emerged as a significant topic in education in recent years. Education is also recognized as a crucial means to promote societal progress. For teachers engaged in educational roles, their subjective well-being and sense of humor wield considerable influence on the educational process. The study aims to explore the relationship between primary school teachers’ sense of humor and subjective well-being, as well as the mediating effect of self-efficacy for creative teaching on both. The researcher used questionnaire surveys. The subjects of the survey were 383 primary school teachers in northern, central, southern, eastern and outer islands of Taiwan. The research tools include:" Multidimensional Sense of Humor Scale", "Self-Efficacy for Creative Teaching Scale", and " Subjective Well-Being Scale Short Form, SWBS-SF". The research results are listed as follows: 1. The correlation analysis indicates that primary school teachers' sense of humor, subjective well-being and self-efficacy for creative teaching are highly positively correlated with each other. 2.Primary school teachers' sense of humor significantly predicted self-efficacy for creative teaching and subjectivewell-being, and self-efficacy for creative teaching significantly predicted subjective well-being. 3. Self-efficacy for creative teaching has a positive mediating effect between humor and subjective well-being, meaning that their self-efficacy for creative teaching positively affects their subjective well-being through their sense of humor. 4. Self-efficacy for creative teaching serves as a positive mediator between various components of multidimensional sense of humor and subjective well-being, with humor coping skills being the most positive predictor of subjective well-being. 5. Using the subscale of self-efficacy for creative teaching as the mediating variable, the sense of humor serves as a positive mediator with positive affirmation and negative self-awareness, demonstrating a positive mediating effect on subjective well-being. 6.Self-efficacy for creative teaching positively mediated the relationship between humor and emotional well-being using the subjective well-being subscale as a dependent variable. Finally, this study presents recommendations for subsequent related research and practical implications for teaching. It also discusses future directions for this research, aiming to provide guidance for the application of findings in the teaching practices of primary school teachers and as a reference for in-service professional development in the future.