本研究旨在探討臺中市國小教師工作價值觀、逆境商數與工作壓力之關係，並進一步檢驗逆境商數是否調節工作價值觀與工作壓力之間的關係。本研究以臺中市國民小學114學年度現任教師為研究對象，採網路便利抽樣並輔以滾雪球抽樣方式蒐集資料，正式問卷共回收486份，經剔除無效問卷後，有效樣本為428份。研究工具包括教師工作壓力量表、教師工作價值觀量表與逆境商數量表；資料分析方法包含描述性統計、驗證性因素分析、信度分析、Pearson積差相關、階層式多元迴歸分析，以及調節效果迴歸分析。研究結果顯示：
一、 教師工作價值觀整體及其三個分構面「自我實現」、「組織安全」、「身心健康」皆能顯著負向預測工作壓力，亦即，教師在「自我實現」、「組織安全」、「身心健康」各層面而言或整體而言越有價值感，就越能降低工作壓力。
二、 教師逆境商數亦能顯著負向預測工作壓力，亦即，教師的逆境商數越高，工作壓力就會越低。
三、 逆境商數在工作價值觀整體及三個分構面與工作壓力之間皆未呈現顯著調節效果。整體而言，工作價值觀與逆境商數都是教師面對工作壓力時的重要心理資源，但逆境商數並未調節工作價值觀對工作壓力之影響。
根據研究結果，本研究建議教育行政機關與學校組織除關注教師的逆境因應能力外，亦應營造有助於教師實踐自我實現、組織安全與身心健康等工作價值的支持環境；教師專業支持方案可納入逆境商數相關之壓力調適、逆境事件影響範圍之界定與復原策略。未來研究則可進一步納入價值契合、學校層級脈絡變項，以及高壓力或高挑戰教師群體，以更完整理解國小教師工作壓力之形成機制。

This study aimed to examine the relationships among work values, adversity quotient, and job stress among elementary school teachers in Taichung City. It further investigated whether adversity quotient moderated the relationship between teachers’ work values and job stress. The participants were in-service elementary school teachers in Taichung City during the 2025–2026 academic year. Data were collected through online convenience sampling supplemented by snowball sampling. A total of 486 questionnaires were returned, and 428 valid responses were included in the final analysis after invalid questionnaires were excluded. The research instruments included the Teacher Job Stress Scale, the Teacher Work Values Scale, and the Adversity Quotient Scale. Data were analyzed using descriptive statistics, confirmatory factor analysis, reliability analysis, Pearson product-moment correlation, hierarchical multiple regression analysis, and moderated regression analysis. The findings were as follows:
1. Overall work values and all three dimensions—“self-actualization,” “organizational security,” and “physical and mental health”—significantly predicted lower job stress. In other words, the more strongly teachers perceived value in each of these dimensions or in their work as a whole, the lower their job stress tended to be.
2. Teachers’ adversity quotient also significantly predicted lower job stress. In other words, the higher teachers’ adversity quotient, the lower their job stress tended to be.
3. Adversity quotient did not significantly moderate the relationships between overall work values and job stress or between any of the three dimensions of work values and job stress. Overall, both work values and adversity quotient served as important psychological resources for teachers in coping with job stress; however, adversity quotient did not make the effect of work values on job stress stronger or weaker.
Based on the findings, this study suggests that educational authorities and school organizations should not only attend to teachers’ ability to cope with adversity but also create supportive work environments in which teachers can experience self-actualization, organizational security, and physical and mental well-being. Teacher professional support programs may incorporate adversity quotient–related strategies that help teachers regulate stress, limit the spillover effects of adverse events, and recover from adversity. Future studies may further examine value congruence, school-level contextual variables, and teachers working under high-stress or highly challenging conditions to develop a more comprehensive understanding of the mechanisms underlying job stress among elementary school teachers.

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