偏遠地區學校因為封閉環境、學生學習狀況與工作負擔等特殊因素，長期存在嚴峻的教師流失問題。組織行為學研究指出，員工的內在能量能夠激勵員工對 於工作參與和組織承諾。因此本研究針對偏遠地區校長靈性領導、教師心理資本 與職場幸福感進行探討，期待能有效減緩偏遠地區教師流動現象、增近留任意願。
本研究探討偏遠地區教師對校長靈性領導的感知、心理資本與職場幸福感的現況;性別、年齡、在學校的職務以及偏遠地區學校服務年資等背景變項在偏遠地區校長靈性領導、教師心理資本與職場幸福感的差異情形;偏遠地區校長靈性領導、教師心理資本與職場幸福感的關係模式;以及檢驗教師心理資本在偏遠地區校長靈性領導對職場幸福感影響路徑的中介效果
研究對象為台灣偏遠地區國小教師，使用分層隨機抽樣，根據《111學年偏遠地區學校名錄》偏遠層級比率抽取北、中、南、東、離島之研究樣本。本研究同時採取紙本與線上發放問卷。紙本問卷共發出371份，回收305份，回收率 82.21%。其中有效問卷283份，可使用率92.78%;線上問卷回收149份，其中有效問卷145份，可使用率97.31%。問卷回收後分別進行描述性統計分析、t檢定、單 因子變異數分析與結構方程模式分析。
研究結果發現，在偏遠地區校長靈性領導、教師心理資本與職場幸福感之現況中，偏遠地區校長靈性領導整體達中高度知覺，其中以「建立社群感」得分最高，得分最低為「具希望與自信」;偏遠地區教師心理資本整體達中高度知覺， 其中以「自我效能」得分最高，得分最低為「樂觀」;偏遠地區教師職場幸福感整體達中高度知覺，其中以「職場人際」得分最高，得分最低為「在工作中成 長」。
在不同背景變項之偏遠地區校長靈性領導、教師心理資本與職場幸福感之差異分析發現，不同性別的偏遠地區教師，在校長靈性領導感知、心理資本與職場 幸福感沒有顯著差異;不同職務的偏遠地區教師，在校長靈性領導感知與職場幸福感也沒有顯著差異。然而不同年齡的偏遠地區教師，在校長靈性領導感知、心理資本與職場幸福感具有顯著差異;不同職務的偏遠地區教師，在心理資本上也具有顯著差異;不同服務年資的偏遠地區教師，在校長靈性領導感知、心理資本與職場幸福感也具備顯著差異。
偏遠地區校長靈性領導、教師心理資本與職場幸福感之間的相關分析發現， 偏遠地區校長靈性領導與教師職場幸福感呈現顯著中度正相關，偏遠地區校長靈性領導與教師心理資本呈現顯著中度正相關，並且偏遠地區教師心理資本與職場 幸福感呈現顯著高度正相關。
在本研究之偏遠地區校長靈性領導、教師心理資本與職場幸福感關係理論模式分析中，偏遠地區校長靈性領導、教師心理資本與職場幸福感之間存在因果關係。偏遠地區校長靈性領導為前置變項，教師心理資本為自變項和中介變項，職 場幸福感為結果變項，亦即本研究之偏遠地區校長靈性領導、教師心理資本與職 場幸福感關係之理論模式成立。
在偏遠地區校長靈性領導透過教師心理資本影響職場幸福感之中介效果檢驗， 發現教師心理資本具有部分中介效果，亦即偏遠地區校長靈性領導透過教師心理 資本影響職場幸福感。並且部分中介效果大於偏遠地區校長靈性領導對職場幸福感的直接效果。

Schools in remote areas face severe challenges related to teacher attrition due to the
isolated environment, student learning conditions, and heavy workloads. Organizational behavior research suggests that employees' intrinsic energy can enhance their work engagement and organizational commitment. Therefore, this study investigates the influence of principals' spiritual leadership, teachers' psychological capital, and workplace well-being on mitigating teacher turnover in remote areas and increasing retention intentions.
This research explores the current status of teachers' perceptions of principals' spiritual leadership, psychological capital, and workplace well-being in remote areas. It also examines the differences in these variables based on demographic factors such as gender, age, position in the school, and years of service in remote schools. Additionally, the study analyzes the relational model among principals' spiritual leadership, teachers' psychological capital, and workplace well-being, and tests the mediating effect of teachers' psychological capital on the relationship between principals' spiritual leadership and workplace well-being.
The study targeted elementary school teachers in remote areas of Taiwan, utilizing a stratified random sampling method based on the proportional representation of remote levels as outlined in the "111 Academic Year Remote Areas School Directory." The sample included regions from the north, central, south, east, and outlying islands. The study employed both paper-based and online questionnaires. A total of 371 paper questionnaires were distributed, with 305 returned, resulting in a response rate of 82.21%. Of these, 283 were valid, giving a usable rate of 92.78%. For the online survey, 149 responses were received, with 145 valid, yielding a usable rate of 97.31%. The collected data were analyzed using descriptive statistical analysis, t-tests, one-way ANOVA, and structural equation modeling (SEM).
The study revealed that, in the context of remote areas, principals' spiritual leadership, teachers' psychological capital, and workplace well-being were generally perceived at a moderate to high level. Within the domain of principals' spiritual leadership,
the highest score was for "building a sense of community," while the lowest was for "being hopeful and confident." As for teachers' psychological capital, the highest score was for "self-efficacy," with "optimism" receiving the lowest score. Regarding workplace well-being, the highest score was for "workplace interpersonal relationships," while the lowest was for "growth at work."
The analysis of differences based on various demographic variables revealed that gender did not significantly affect teachers' perceptions of principals' spiritual leadership, psychological capital, or workplace well-being in remote areas. Additionally, no significant differences were found in perceptions of principals' spiritual leadership and workplace well-being based on teachers' roles. However, significant differences were observed in teachers' perceptions of principals' spiritual leadership, psychological capital, and workplace well-being based on age. Furthermore, teachers' psychological capital showed significant differences based on their roles, and significant differences were also found in perceptions of principals' spiritual leadership, psychological capital, and workplace well-being based on years of service in remote areas.
Correlation analysis between principals' spiritual leadership, teachers' psychological capital, and workplace well-being in remote areas revealed a significant moderate positive correlation between principals' spiritual leadership and teachers' workplace well-being, as well as a significant moderate positive correlation between principals' spiritual leadership and teachers' psychological capital. Additionally, a significant strong positive correlation was found between teachers' psychological capital and workplace well-being.
In the theoretical model analysis of principals' spiritual leadership, teachers' psychological capital, and workplace well-being in remote areas, a causal relationship among these variables was identified. Principals' spiritual leadership serves as the antecedent variable, teachers' psychological capital functions as both the independent and mediating variable, and workplace well-being is the outcome variable. Thus, the theoretical model concerning the relationships among principals' spiritual leadership, teachers' psychological capital, and workplace well-being in remote areas is validated.
The examination of the mediating effect of teachers' psychological capital on the
relationship between principals' spiritual leadership and workplace well-being revealed
that psychological capital has a partial mediating effect. Specifically, principals' spiritual leadership influences workplace well-being through teachers' psychological capital, with the partial mediating effect being greater than the direct effect of principals' spiritual leadership on workplace well-being.

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