本研究主要探討偏遠地區教師工作要求與資源、心理資本、工作投入之現況，以及在不同背景變項之下，偏遠地區教師工作要求與資源、心理資本、工作投入之間的差異性、關係、影響。本研究採用問卷調查方法，以臺灣偏遠地區國小教師為研究對象，研究工具包含偏遠地區教師心理資本量表、偏遠地區教師工作要求與資源量表、偏遠地區教師工作投入量表。本研究發出503份問卷，整體回收率為99.7%，有效問卷共 431份，可用率為85.5%。資料方法使用SPSS27.0和AMOS 20.0進行驗證性因素分析、描述統計、獨立樣本T檢定、單因子變異數分析、皮爾森積差相關分析及結構方程模式。研究發現如下:一、偏遠地區教師工作要求與資源、心理資本、工作投入的現況皆是中高程度表現。二、偏遠地區教師的性別、地區、層級、現任職務、服務年資、年齡有顯著差異。三、偏遠地區教師工作壓力要求與樂觀呈現低度負相關、偏遠地區教師心理資本與工作投入高度正相關，偏遠地區教師工作資源與心理資本、工作投入亦屬於高度正相關。四、偏遠地區教師心理資本在工作資源與工作投入、工作要求與工作投入之間皆有中介效果。據此建議適時提供教師身心減壓空間，營造良好氣氛；適時提供教師休息空間或時間，以便平衡身心狀態；建立溝通管道與平台，促進偏遠地區教師與學校組織成員的溝通；提供正向期待與情緒的訓練與分配工作的平台，強化偏遠地區教師的正向心態。

This study investigates to explore the current situation of the job demands and resources, psychological capital, and job engagement of elementary teachers in remote areas in Taiwan, as well as the differences in these factors among teachers with different backgrounds. Additionally, these factors are discussed and examined through correlations. We implemented a survey to invite elementary teachers in rural areas of Taiwan. This survey includes the measurement of the Rural Teachers' Job Demands and Resources, the Rural Teachers' Psychological Capital, and the Rural Teachers' Work Engagement. 502 questionnaires were totally distributed, achieving a rate of 99.7%. Among them, 431 valid questionnaires were collected, resulting in an effective rate of 85.5%. The data was analyzed through SPSS 27.0 and AMOS 20.0 for confirmatory factor analysis, descriptive statistics, independent sample t-tests, ANOVA, Pearson correlation, and structural equation modeling. The result demonstrated that (1) The current status of job demands and resources, psychological capital, and work engagement among teachers in remote areas are at high-intermediate levels. (2) Significant differences were observed in terms of gender, regions, levels, current position, years of service, and age among teachers in remote areas. (3) There is a low negative correlation between pressure demands and optimism. A high positive correlation between psychological capital and work engagement, and a high positive correlation between job resources, psychological capital, and work engagement among teachers in remote areas. (4) Psychological capital has a mediating effect between job resources and work engagement, as well as between job demands and work engagement among teachers in remote areas. Based on these findings, we recommend to provide relaxing spaces for teachers and create a positive atmosphere, offer spaces or time for teachers to take a break and balance their physical and mental state, establish communication channels and platforms to promote interaction between teachers in remote areas and other school members, and provide a training that focuses on positive expectations and emotions, and a platform that allocate tasks to teachers in remote areas to strengthen their positive mindset.