鑒於過去有關教師心理幸福之研究，多只針對教師樣本進行探討，本研究特將中小學教師獨立出來與其他職業做比較，依據「三期三次社會變遷調查??社會網絡與社區組」的資料做路徑分析，探究職業及教育等自變項，是如何透過社會網絡中介變項，而對心理幸福產生影響，並藉此拓展教育社會學的研究主題。主要研究發現為：(1)與其他職業相較，中小學教師的憂鬱感與成就感最高，而人際疏離感則偏低。(2)大致而言，中小學教師在網絡結構變項上皆占有優勢，這有助於心理幸福的增進。(3)中小學教師憂鬱感最高的原因，是因女性多且未婚比率偏高。(4)「教育」對心理幸福的影響未如預期的大。

This study compared high and elementary school teachers’ psychologi?cal well-being with other occupations’ and used path analysis to investigate how the independent variables, such as occupations and education, influ?enced psychological well-being through the intervening variables of social network. The author expected to extend the research subjects of sociology of education. Data was obtained from the “1997 Taiwan Social Change Survey”. The results showed that: (1)Compared with other occupations, high and elementary school teachers presented the highest level in the sense of depression and achievement and the lower level in the sense of interpersonal alienation. (2)In general, high and elementary school teachers had the advantage in the network structure variables. It increased the psychological well-being. (3)Because of the large number of female and the high ratio of unmarried, high and elementary school teachers presented the highest level of depression. (4)The effect of education on psychological well-being wasn’t as large as the expected.