本研究旨在探討小學教師工作要求及職業倦怠分別與職場靈性之間的關係，並進一步探究職場靈 性知覺高低是否對上述關係具有調節效應。本研究參考既有問卷工具，進行選題與修訂，並透過 探索性因素分析與驗證性因素分析重新建構「小學教師工作要求」、「職場靈性」與「職業倦怠」 三份量表。研究採問卷調查的方式，共回收 793 份小學教師樣本。資料分析方面，採用結構方程 模型進行驗證。考量性別、婚姻狀況與教學年資可能影響職場靈性與職業倦怠，本研究將此三項 人口變項納入控制變量處理。研究結果顯示：（1）性別、婚姻狀況與年資三項控制變項在調節模 型中對職業倦怠的影響程度較低；（2）工作要求與職業倦怠之間呈現顯著正向關聯；（3）職場 靈性與工作要求呈顯著負向關聯，顯示教師感知職場靈性程度越高，對工作要求的壓力感受越低； （4）職場靈性與職業倦怠亦呈顯著負向關聯，即職場靈性感知程度越高，職業倦怠程度越低；（5） 職場靈性在工作要求與職業倦怠之間具有顯著調節效果，能有效緩衝工作要求對職業倦怠的負向 影響。

This study explores the phenomenon of teacher burnout, a growing issue in the global educational landscape that has raised significant concern in recent years. Teacher burnout is a psychological condition caused by long-term exposure to workrelated stress, manifesting as emotional exhaustion, depersonalization, and a reduced sense of personal accomplishment. While burnout can affect teacher at all educational levels, it is particularly pronounced among primary school teachers, who face multiple stressors stemming from the complex demands of their roles. These demands include not only the extensive and varied responsibilities of teaching, lesson planning, and student assessments, but also the emotional labor involved in managing diverse student needs, responding to parental expectations, and fulfilling performance standards set by school administrations. Furthermore, teachers are often subject to the pressures of rapidly changing educational policies, shifting societal expectations, and a constant need to adapt to evolving technological landscapes. All these factors contribute to an accumulation of stress, potentially leading to burnout, which in turn can negatively affect both the well-being of educators and the quality of education provided to students. The consequences of teacher burnout extend beyond the individual level. Teachers’ physical and mental health are compromised, which can undermine their teaching effectiveness, reduce job satisfaction, and ultimately result in lowerquality educational experiences for students. In the long term, this can have detrimental effects on student outcomes, including academic achievement and personal development. The prevalence of burnout is particularly concerning in primary education, where teachers have a profound impact on students’ foundational learning experiences. As such, addressing teacher burnout is critical to ensuring a sustainable and effective education system. While the direct link between job demands and burnout has been widely recognized, there is less exploration into the role of work-related resources that could potentially buffer the impact of these stressors. One such resource is workplace spirituality, which has gained attention as a potential factor that could moderate the relationship between job demands and burnout. Workplace spirituality refers to the experience of meaning, purpose, and connection in one's work. Unlike traditional resources, such as job autonomy or social support, which focus on external factors, workplace spirituality emphasizes intrinsic motivation, a sense of mission, and personal fulfillment. It is thought to enhance individuals’ resilience and internal drive, enabling them to cope better with high job demands. Empirical studies have shown that workplace spirituality is associated with positive outcomes such as job satisfaction, organizational commitment, and improved psychological well-being. However, most existing studies on workplace spirituality have focused on corporate employees and healthcare professionals, with limited research on

小學教師、工作要求、職業倦怠、職場靈性

primary school teachers, job demands, job burnout, workplace spirituality