教師若擁有較高的工作滿意度，不僅會提升其教學效能，更能使教師以積極的心態面對並投入工作。相較於其他階段教師，國中教師的壓力較大，更有探討如何提升其工作滿意度的必要性。本研究以臺東縣教育長期資料庫（簡稱 TTEPS）之建立：國中小學生學習狀況與心理健康追蹤調查中教師部分為樣本，探討心理幸福感對工作滿意度之影響，並以學校氣氛及教學制控信念作為調節變項。研究樣本共343位國中教師，經階層迴歸分析發現，心理幸福感中的成就感及憂鬱感會對工作滿意度產生直接影響，且學校氣氛與教學制控信念皆扮演調節的角色。易言之，學校氣氛及教師的教學制控信念，會使心理幸福感對工作滿意度之關聯產生變化。本研究亦依據上述結果提出若干建議。

If teachers think that they are satisfied with their job, it will not only enhance the teaching efficiency, but also let teachers have positive attitudes and involvement when facing teaching. Junior high school teachers are much more stressful than other teachers, so it's necessary to discuss how to promote their job satisfaction. This research uses the data from TTEPS to find out the relationship between psychological well-being and job satisfaction, the moderators are school climate and teaching locus of control. We can find out that psychological well-being has the influence on job satisfaction, and moderation of psychological well-being by school climate and teaching locus of control on job satisfaction is supported. According to the results, we also give some suggestions to junior high schools and teachers.