本研究以1210 位幼兒教師為研究對象，主要目的在於瞭解幼兒教師的幸福現況，並進一步探討不同背景變項之幼兒教師幸福感的差異情形。研究者以自編之「幼兒教師幸福感自我評估調查問卷」為研究工具，內容分為二大部份；第一部份為受試者之個人背景資料，第二部份為「幼兒教師幸福感自評量表」，涵蓋「自主性及人生觀」「外在環境」「社會人際關係」及「工作與教學」。本研究主要發現包括一、幼兒教師對自己的幸福感自評達中、上程度；二、幼兒教師不
同的個人背景變項中，年齡、年資、學歷、婚姻狀態、子女數、宗教信仰，其幸福感有顯著性的差異存在；三、幼兒教師在不同學校環境變項中，服務「不同性質之學校」的幼兒教師，其幸福感達顯著差異。

There were 1210 Taiwanese kindergarten teachers participated this study. The main purpose of this study was to understand the subjective well-being of kindergarten teachers and further investigated the differences of well-being among various personal and school backgrounds of kindergarten teachers. Questionnaire method was employed in this study. Part one of the questionnaire consisted of participants’ demographic information. Part two concluded with a scale of ‘self-rate well-being of kindergarten teachers’ which consisting four dimensions, autonomy and
purpose of life, environmental control of financial and physical condition, relationship with others, job satisfaction and personal growth. The main findings of this studies were 1. The kindergarten teachers of Taiwan demonstrated the median-high score of well-being; 2. The findings indicated that the age, year of working experience,
educational background, marriage status, and religious difference affected subjects’ well-being significantly; 3. The findings indicated that the different school types had significant effect on kindergarten teachers’ well-being.