本研究旨在探討臺中市國民小學兼任行政教師時間管理與幸福感之關係，進而分析不同背景的臺中市國民小學兼任行政教師時間管理與幸福感之間的差異情形。本研究採問卷調查法，參考文獻及相關研究後修編量表做為研究工具，研究對象為臺中市公立國民小學之兼任行政教師，以google表單進行線上施測，有效樣本328份。施測結果以描述性統計、獨立樣本t檢定、單因子變異數分析、Pearson積差相關、逐步多元迴歸進行分析，研究發現分述如下：一、臺中市國民小學兼任行政教師之時間管理，皆屬於中高程度以上的知覺情形；二、臺中市國民小學兼任行政教師之幸福感，皆屬於中高程度的知覺情形；三、不同年齡、是否擁有子女、不同兼任行政年資之兼任行政教師在時間管理上有顯著的差異；四、不同年齡、是否擁有子女、不同兼任行政年資之兼任行政教師在幸福感上有顯著的差異；五、臺中市國民小學兼任行政教師時間管理與幸福感之間呈現中度正相關；六、臺中市國民小學兼任行政教師時間管理對幸福感具有預測作用。

The purpose of this study was to explore the relationship between time management and feeling of well-being of primary school teaching administrators in Taichung City. It further analyzed the differences between the time management and feeling of well-being of primary school teaching administrators in Taichung City from diverse backgrounds. This study analyzed the related literature and employed questionnaire survey, and then self-revised scale as the instruments. The participants of the research were primary school teaching administrators in Taichung City. The data was collected from 328 valid samples using Google Form to conduct online survey. Descriptive analysis, independent sample t test, analysis of variance, Pearson product-moment correlation coeffient and multiple regression were used to analyze the collected data. The findings were shown as follows: 1. Primary school teaching administrator's time management overall achieved medium-high level or high level. 2. Primary school teaching administrator's well-being overall achieved medium-high level. 3. Primary school teaching administrator's time management showed a noticeably different result in teaching administrators of different ages, with kids or without kids and their years of service. 4. Primary school teaching administrators’ well-being showed a noticeably different result in teaching administrators of different ages, with kids or without kids and their years of service. 5. Primary school teaching administrator's time management and well-being were medium positive correlation. 6. Primary school teaching administrator's time management had a prominent effect on predicting primary school teaching administrator's well-being. According to the results above, this research offered related suggestions for educational administrative authorities and primary school teaching administrators as well as references for researchers in the related field.