|Abstract: ||本研究主要藉由正向心理學的觀點，探討國中體育教師心理資本、工作滿意度對組織承諾之間的影響。研究對象是北、中、南 3 大都會區的國中體育教師433人，研究問卷採用心理資本量表、工作滿意度問卷及組織承諾量表。研究資料以多元迴歸分析，結果發現：心理資本、工作滿意度及組織承諾之間大部分均有顯著的相關性。一、就規範性承諾而言，心理資本與工作滿意度具有重要的影響力。二、就情感性承諾而言， 心理資本的韌性與工作滿意度的行政程序及同事具有重要的影響力。三、就工具性承諾而言，只有工作滿意度的同事具有重要的影響力。結論：心理資本對規範性與情感性組織承諾具有正向關係，但對於工具性組織承諾則無法有效推估，而導入工作滿意度之後對於組織承諾確實能增加影響力。乃意味著增強國中體育教師的心理資本，改善教學的工作滿意度，在組織承諾方面，其教師對學校行政配合度亦能有所提升。
Using positive psychology, the purpose of this study was to investigate whether junior high school physical education (PE) teachers’ psychological capital and job satisfaction can affect their commitment to their school. The participants of this study were 433 junior high school PE teachers from metropolitan areas in the north, center, and south of Taiwan. The questionnaires used in this study were the Psychological Capital Questionnaire (PCQ), the Job Satisfaction Survey (JSS), and the Organizational Commitment Questionnaire (OCQ). By using multiple-regression analysis, this study found that psychological capital, job satisfaction, and organizational commitment are closely related. (1) Psychological capital and job satisfaction affect levels of normative commitment. (2) Emotional commitment has been linked to resilience according to the PCQ, and to close cooperation with administration and colleagues according to the JSS. (3) Regarding tool commitment, there was only influence by JSS (colleague). In conclusion, PCQ had a positive effect on specification commitment and emotional commitment, but it could not be effectively used to establish tool commitment. After including JSS, a marked increase in organizational commitment was observed, indicating that the psychological capital of junior high school PE teachers had strengthened, their job satisfaction had improved, and, regarding organizational commitment, the cooperation between teachers and school administration also increased.