研究目的 — 本研究旨在探討教師工作壓力、工作倦怠、工作滿意度與離職傾向之間的關係，並建構整體結構模式，以釐清工作倦怠與工作滿意度在教師工作壓力與離職傾向之間所形成的中介及鏈式中介歷程。
研究設計／方法 — 本研究採用後設分析取向結構方程模式（Meta-Analytic Structural Equation Modeling, MASEM），納入81篇國際期刊論文，共計87項獨立實證研究。第一階段採隨機效果模式整合各研究所報告之相關係數，並建立整合相關矩陣；第二階段以結構方程模式進行路徑分析，並透過蒙地卡羅模擬估計各項間接效果之信賴區間。
研究結果 — 後設分析結果顯示，教師工作壓力、工作倦怠、工作滿意度與離職傾向兩兩變項之間均呈現顯著相關，效果量絕對值大小介於.30 - .56 之間。路徑分析結果顯示各項直接效果均達顯著水準，教師工作壓力、工作倦怠、工作滿意度可共同解釋離職傾向40.7%之變異量。中介效果分析顯示，總間接效果為.188，其中「教師工作壓力→教師工作倦怠→教師工作滿意度→教師離職傾向」之鏈式中介效果最大（β＝.118）。
實務意涵 — 研究結果顯示，降低教師離職傾向應從其形成歷程進行前端介入。學校行政應減少不必要的行政與工作負荷，提供充足的專業支持與工作資源，及早辨識教師之工作倦怠情形，並透過支持性領導、公平的組織環境及良好的組織氣候提升教師工作滿意度，以降低教師離開教育現場的可能性。
原創性／價值 — 相較於過去多數研究分別探討兩兩變項之間的關係，本研究整合不同國家與教育情境之實證結果，將教師工作壓力、工作倦怠、工作滿意度與離職傾向納入同一結構模型，並量化各條直接與間接路徑的相對影響程度。研究結果進一步指出，「工作壓力→工作倦怠→工作滿意度→離職傾向」為最主要的間接路徑，呈現教師離職傾向可能經由心理耗損與工作態度變化逐步累積的歷程。

Purpose — This study examines the relationships among teacher job stress, job burnout, job satisfaction, and turnover intention and constructs an integrated structural model to clarify the mediating and serial mediating roles of job burnout and job satisfaction.
Design/methodology/approach — Meta-analytic structural equation modeling was applied to 87 independent empirical studies from 81 international journal articles. Random-effects models were first used to synthesize the reported correlations and construct a pooled correlation matrix. Structural equation modeling and Monte Carlo simulations were then conducted to examine the direct and indirect effects.
Findings — All pairwise relationships among the four variables were statistically significant, with absolute effect sizes ranging from .30 to .56. Job stress, job burnout, and job satisfaction jointly explained 40.7% of the variance in turnover intention. The total indirect effect was .188, and the serial pathway from job stress through job burnout and job satisfaction to turnover intention produced the largest indirect effect (β = .118).
Practical implications — Efforts to reduce teacher turnover intention should address its developmental process at an early stage. Schools should reduce unnecessary administrative duties and workloads, provide adequate professional support and job resources, identify burnout early, and enhance job satisfaction through supportive leadership, organizational fairness, and a positive organizational climate.
Originality/value — This study integrates evidence across countries and educational contexts into a unified structural model and quantifies the relative contributions of the direct and indirect pathways. It further identifies the serial pathway from job stress through job burnout and job satisfaction to turnover intention as the most influential indirect process.

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