本研究旨在瞭解嘉義縣國小教師社會支持、幸福感、校長領導與教學效能的關係與影響，並驗證幸福感對社會支持與教學效能的中介效果及驗證校長領導對社會支持與教學效能的干擾效果。本研究以問卷調查方式蒐集資料，在樣本的選取上以嘉義縣國小教師為研究對象，共發放265 份問卷，回收有效問卷245份，有效問卷回收率92.5%。 研究結果發現：（1）社會支持對教學效能有顯著的正向影響。（2）社會支持對幸福感有顯著的正向影響。（3）幸福感對教學效能有顯著的正向影響。（4）校長領導對教學效能有顯著的正向影響。（5）幸福感對社會支持與教學效能之間具有中介效果。（6）校長領導對社會支持與教學效能之間不具有干擾效果。 The purpose of the study is to research the relationship with the impact of the Chiayi County elementary school teachers of social support, well-being, principal leadership and teaching effectiveness, well-being mediating effect of social support and teaching performance and validate and verify principals'leadership of social support and teaching effectivenessinterference effects. In this research, We do a survey to collect data, toward the teachers in Chiayi County elementary school. In the sample selection for the study, a total of 265 questionnaires, 245 valid questionnaires, the effective response rate of 92.5%. The contribution of the research were summarized as follows：(1) Social support have a significant positive impact on the effectiveness of teaching and learning.(2) Social support has a significant positive impact on the well-being.(3) Well-being is a significant positive impact on the effectiveness of teaching and learning.(4) Principal leadership has a significant positive impact on the effectiveness of teaching.(5) Well-being mediating effect between social support and teaching effectiveness.(6) Leadership of principals do not have the interference effect between social support and teaching effectiveness.
