研究背景
隨著全球人口持續老化，高齡化對社會的影響日益顯著，教育環境亦不例外。教師的資歷常被視爲經驗的累積，也對於教學成效和職涯發展有重要的影響力。然而，不論資深與年輕教師都可能有年齡歧視的遭遇，這可能會進一步影響幸福感，包含：工作滿意度、生活滿意度和心理幸福感。資歷本應是一種助力，卻因年齡歧視而被低估。因此本研究以中學教師為研究對象，探討心理韌性與職場年齡歧視對教師的影響。
研究目的:
透過收集教師職場年齡歧視、自尊、自我效能感及孤獨感等資料，探討其與生活滿意度、生活品質及心理幸福感之相關性，具體目的有
(一) 探討教師在職場年齡歧視、自尊、自我效能感、孤獨感、幸福感之現況與相關性。
(二) 探討教師在不同年齡和年資在職場年齡歧視、自尊、自我效能感及孤獨感與幸福感的表現差異。
(三) 探討心理韌性對教師在年齡歧視與孤獨感對幸福感之中介效果。
(四) 探討探討心理韌性在中介模型中，自我效能、自尊、年資等變項對其調節效果。
研究方法:
本研究透過線上問卷調查進行資料收集，排除留職停薪及兼代課等教師，共計594名目前服務於公立中小學以下的教師填答。問卷內容包含基本社會人口學以及下列量表；職場年齡歧視量表(WADS)、自尊量表(RSE)、自我效能感量表(CGSE)、孤獨量表(UCLA Loneliness Scale)、生活滿意度量表(SWLS)、台灣簡明版世界衛生組織生活品質問卷(WHOQOL-BREF)、心理幸福感量表簡式中文版(PWBS)、心理韌性量表(RSA)，本研究統計資料使用SPSS 27.0進行統計分析，再以Hayes的Process Macro 4.0來檢驗心理韌性中介作用。
研究結果:
不同世代教師之間存在顯著的職場年齡歧視、自尊、自我效能感、幸福感差異，而年輕教師和年資較淺的教師更容易受到職場年齡歧視的影響。其中，而心理韌性在上述變項間扮演關鍵的中介角色，年齡歧視與孤獨感會削弱教師的心理韌性，進而降低其幸福感表現。心理韌性作為連結負向經驗與幸福感的重要心理機制，在實務應用上具有潛在的保護意涵，有助於協助教師因應負向情境時維持良好的心理狀態，是促進心理健康的重要內在資源。

The purpose of this study is to explore the relationship between workplace ageism, loneliness, resilience and well-being, contributing to the broader conversation on aging by providing insights that can guide efforts to strengthen adult resilience and reduce the prevalence and consequences of ageism in society. A total of 594 participants from basic education schools were recruited through an online survey, excluding unpaid leave and substitute teachers. Participants completed the Workplace Age Discrimination Scale (WADS), The UCLA 3-item Loneliness Scale, the General Self-Efficacy Scale (CGSE), Rosenberg Self-Esteem Scale (RSE), WHOQOL-BREF, Satisfaction With life Scale (SWLS), the Brief Chinese Psychological Well-being Scale (PWBS), and the Resilience Scale for Adults (RSA). The data were analyzed using SPSS 27.0 and Hayes' Process Macro 4.0. to obtain statistical results. The results indicate that self-efficacy moderates the relationship between workplace age discrimination and resilience. Additionally, the findings reveal that disparities in age discrimination are indirectly mediated by psychological resilience, affecting including quality of life, satisfaction of life, psychological well-being. Psychological resilience plays a mediating role in the relationship between these workplace ageism, loneliness and well-being, whereas self-efficacy serve as protective factors for teachers when confronting ageism.

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