本研究以高中職餐旅群教師為母群體，採問卷調查法，以「教師教學效能量表」與 「教師幸福感量表」作為研究工具，進行「分層抽樣」調查，有效樣本為313 位教 師。為了確認調查結果，接著訪談7 位教師，統整資料與分析。結果為：一、教師 教學效能與幸福感屬於中上程度，以「班級經營與管理」和「自律利他」層面最 好。二、「年齡」與「婚姻狀況」是影響教學效能與幸福感最重要因素。三、整體 而言，女性、已婚有子女、28 歲以上、服務年資較久的教師教學效能較佳；已婚 有子女、51 歲以上的教師有較多的幸福感受。四、已婚有子女之教師在教學效能 與幸福感上均優於未婚之教師。五、教師教學效能與幸福感呈正相關。六、教學效 能之「學習成效與評量」最能預測教師幸福感。七、服務於成長中的學校，教師用 心與日俱增，學生持續進步，教師幸福感受相對提升。最後，根據研究結果提出建 議及後續研究參考。

The population of this study consists of teachers in hospitality and tourism departments in senior high schools and vocational high schools. A survey study was conducted, using the “Teachers’ Teaching Effectiveness Questionnaire” and the “Teachers’ Sense of Well-being Questionnaire” as the research instruments. A stratified sampling method was adopted, and valid responses from 313 teachers were collected. The researchers interviewed seven teachers to verify the findings from the questionnaire survey. The combined results are as follows. (1) Teachers in departments of hospitality and tourism in high schools and vocational high schools scored above average in teaching effectiveness and sense of wellbeing, and demonstrated better results in “Class management” and “Self-discipline and Altruism.” (2) The pre-eminent factors influencing teaching effectiveness and sense of well-being are “Age” and “Marital Status,” respectively. (3) Married mothers, aged over 28 years and with more seniority, have better teaching effectiveness, followed by married teachers with a child, aged above fifty-one years, who have a higher sense of well-being. (4) Married teachers with a child scored higher than unmarried teachers did, for both teaching effectiveness and teachers’ sense of well-being. (5) Positive correlations existed between teaching effectiveness and teachers’ sense of well-being. (6) Teachers’ sense of well-being could be forecast precisely based on the statistical analyses of teaching effectiveness. Among teaching effectiveness factors, “Learning Effectiveness and Assessment” is the pre-eminent forecasting factor. (7) The teachers’ sense of well-being was enhanced when they attended the continuing professional development schools because they worked harder at their teaching, and the students also improved continuously. Finally, based on our research findings, the authors offered some suggestions and recommendations for future research.