本研究旨在針對國內國小、國中，以及高中職教師進行二階主觀幸福感三因素模式之驗證。研究中依據全國各縣市學校數比率進行抽樣後，共得有效分析樣本數為984人，經採用兩階段流程進行模式驗證後，發現在測量部分，僅有在「生活目標」之Item7、Item9受年齡因素影響與「社會一致性」之Item33題意較模糊，而表現出較差的解釋力外，其餘測量指標皆具備不錯的構念解釋權重；接續，在執行完整的二階主觀幸福感驗證性因素分析時，整體模式具備相當不錯的適配度。本研究復以「臺灣憂鬱症量表」作為外在效標，進行效標關聯效度分析，發現心理、社會、情緒幸福感與憂鬱之潛在相關係數值，均呈現負向且達顯著水準，顯示本研究教師主觀幸福感模式是具備不錯的外在效標關聯效度。最後，綜合整理各項結論並提出建議，供未來實務工作者之參考。

The purpose of this study is to confirm second-order three factor model of teacher's subjective well being and then evaluate their state of mental health based on model confirmation result. After sampling according to the ratio of the number of schools in each city around Taiwan, we obtained an efficient sample size 984. Through two-stage process of model confirmation, we found that except the factor loadings of item 7 and item 9 in "purpose of life" and, of item 33 in "social coherence" performed poorly due to the age factor and unclear content, the others approximately had appropriate factor loadings. Afterwards, the full second-order factor model also performed adequate goodness of fit. Besides, the study adopted the Taiwan Depression Scale as an external criterion for validity confirmation. The result showed the psychological, social, and emotional well beings all had significant negative relationship with depression. This indicated that there existed a good criterion-related validity in teachers' subjective well being model. Finally, some suggestions are proposed for future usage.