近年來台灣教育改革不斷，國中學子沒有減輕課業上的壓力，反倒被加分細項弄得更累，而教師們在教學之餘，還需回應家長的疑問和擔憂，讓教師壓力倍增，導致幸福感低落。本研究認為休閒參與有助降低工作壓力，且透過休閒效益的增進幸福感。因此，本研究的目的是透過對休閒參與、休閒效益等因素對幸福感的影響效果之瞭解，提出具體建議供相關單位參考，來提升教師的幸福感。本研究以高雄市公立國中教師為研究對象，並以相關文獻為基礎，作為建立理論、研究架構與設計研究工具的依據，透過調查研究法，採分層隨機抽樣，並將有效樣本以描述性統計、獨立樣本t檢定、單因子變異數分析，最後以多元迴歸法檢視各因素之預測力、中介及干擾效果。本研究結論如下：（一）如欲從「休閒參與」方面來提升教師的幸福感，可以降低「運動型休閒活動」的參與頻率，或是增加「藝文型休閒活動」的參與頻率。（二）從「休閒效益」的角度而言，欲提升教師「生活與身心方面」的幸福感，可以強調或教育教師對於參與休閒活動時所能獲得的「身心效益」；欲提升「工作與人際方面」的幸福感時，可以強調或教育教師對於參與休閒活動時所得到的「社交效益」。本研究的建議：（一）提高「生活及身心方面」幸福感，（二）提高「工作及人際方面」幸福感。

In recent years，Taiwan’s education reform has continued, and the country’s middle schools have not alleviated the pressure on their academic work. Instead, they have become more tired by adding extra points. Teachers are still in need of responding to parents’ questions and concerns in addition to teaching, which has caused teachers’ pressure to multiply. The sense of well-being is low. This study believes that leisure participation can help reduce work stress and enhance happiness through leisure benefits. Therefore, the purpose of this study is to provide specific suggestions for the reference of relevant units through the understanding of the effects of leisure participation, leisure benefits and other factors on happiness, to enhance teachers' happiness. Through survey and research in the effective sample descriptive statistics, independent sample t test, F test, and finally to examine the predictive power of multivariate regression analysis of the factors mediation and interference effect.
According to the results of data analysis, the study conclusions are as follows: (1) the junior high school teachers in Kaohsiung will increase their happiness by decreasing “sports leisure activities” or increasing “art leisure activities”. (2) if the junior high school teachers in Kaohsiung can be more aware of “body and mind leisure benefits”，they can enhance “life and body with mind aspects of happiness”； if they can be more aware of social leisure benefits，they will enhance the “job and interpersonal aspects of happiness”. (3) the junior high school teachers’ “leisure obstacles” has interference effect on “sports leisure participation” to “happiness”. Therefore，increasing the “interpersonal and intrapersonal leisure obstacles” and “structure obstacles” in teachers’ “sports leisure participation” will enhance “happiness. Besides，“leisure obstacle” has interference effect on art leisure participation to “social benefit” and “self-realization benefit”. Hence，if teachers can decrease leisure obstacles when taking part in art leisure activities, they will be able to reinforce leisure benefits and then enhance their happiness.