本研究旨在瞭解國民小學正向教育、教師幸福感與學校效能的現況，並探討三者關係。本研究使用多元PERMA-H正向教育模式為基礎，透過文獻分析，採用問卷調查法，編製「國民小學正向教育、教師幸福感與學校效能調查問卷」，以臺灣地區國民小學教育人員為調查對象，以分層比例隨機抽樣方式，共發出1068份問卷，回收率為71.44%，有效問卷共556份。問卷回收後分別以描述性統計、結構方程模式、Bootstrap進行資料分析。根據研究分析結果，獲得以下結論:一、正向教育現況達中高度知覺。二、教師幸福感現況達高度知覺。三、學校效能現況達高度知覺。四、國民小學教師對正向教育、教師幸福感與學校效能的理論模式關係獲得支持，教師幸福感具有部分中介效果。最後，根據研究結果，提出幾點建議:教師創新活化教學；發揮教師優勢能力；辦理多元親師活動；提供教師情緒支持與方法；學校發展正向教育；強化教師幸福感的中介作用，以增進學校效能。

This study aims to investigate the current status and interrelationship of elementary school positive education,teachers well-being and school effectiveness. This study is based on a multivariate PERMA-H positive education model.The research methods included literature analysis and questionnaire survey .This study compiled the "National Primary School Positive Education, Teacher Well-Being and School Effectiveness Questionnaire".The survey subtects were public national primary school teachers in Taiwan.The study issued a total of 1068 questionnaires, with the return rate of 71.44%, among which there were 556 questionnaires valid.The data was analyzed by using descriptive statistics, structural equation modelling (SEM) and bootstrap.The main findings of this study are as follows:1.The current state of the positive education is medium-high perceived.2.Teacher happiness is highly perceived.3.School performance is highly conscious.4.The teachers of the primary school is supported by the positive education, the teachers well-being and the theoretical model of the school effectiveness,and the teachers well-being has a partial mediating effect.Based on the above conclusions, this study puts forward some specific suggestions, which can provide reference for schools, teachers and follow-up research.Finally, according to the research results, several suggestions are put forward: teacher innovation and activation teaching; exerting teachers' superiority; handling multi-parent activities; providing teachers' emotional support and methods; school development positive education; strengthening the intermediary role of teachers' happiness, and enhancing schools efficacy.

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