工作時數過長，容易讓人處在憂鬱的危機中，尤其工作超過四十小時越多，則憂鬱危機愈高。 本研究以全國高中職、國中、及國小教師為對象，希望瞭解是否在教師族群中，工作時數不同， 其憂鬱程度也不同，以及個體的主觀幸福感是否能在工作時數與憂鬱程度之間，扮演中介變項 的角色。本研究以分層隨機抽樣方式抽取樣本，共獲得 984 位教師的有效樣本，分別以主觀幸 福感量表及台灣憂鬱症量表對該批樣本進行測量。研究結果發現：1.教師的工作時數越長，其 憂鬱程度有愈高的趨勢；2.不同職別的教師間，工作時數有顯著的不同；3.主觀幸福感可在高中 職教師的工作時數與憂鬱程度間扮演中介變項的角色。文末並對為實務工作及未來研究提出建 議。

Past research indicated that the long working hours might lead to highly depression risk, and the criterion was 40 hours. The purpose of this study is to explore if this phenomenon also remains in high school, junior high school, and elementary school teacher groups. Hence, how the function of subjective well-being mediating the relationship between working hours and depression was working is investigated. There are 984 teachers randomly selected from the north, the central, and the south of Taiwan. All of the participants have to complete two questionnaires, i.e., Subjective Well-Being Scale and Taiwan Depression Scale, to measure the subjective well-being and depression. The results show that teachers with longer working hours would have higher risk in depression. Second, working hours were different among three levels of teachers. Third, subjective well-being might be the mediator between working hours and depression for high school teachers. Finally, some suggestions for practical application and future research are proposed.

工作時數;中小學教師;中介變項;主觀幸福感;憂鬱

depression; high school and elementary school teachers; mediator variable; subjective well-being; working hours