本研究試圖以正向心理學的研究觀點和取向，對教師的心理健康作一詳細探討。研究樣本以隨機方式抽取台灣北、中、南部的教師，包含國小、國中、高中和高職教師共2123名，採用紙筆式與網路式問卷調查合併方式進行研究，並採交叉表分析、多變量變異數分析、單因子變異數分析、回歸分析和結構方程式模型等統計方法，進行分析本研究所收集的資料。本研究結果的發現如下： 一、多數教師仍屬心理健康狀態者，僅少數是潛伏心理疾病狀態者。 二、不同性別、年齡、宗教信仰與婚姻狀態者在憂鬱傾向上有所差異。 三、主觀幸福感對國小和高中職教師扮演不同的中介變項影響效果。 四、情緒幸福感在正向經驗與憂鬱傾向之間扮演完全中介變項角色。 五、全國教師的心理健康狀態可以初分為九種類型。 本研究根據研究結果提出相關建議，以供實務工作及未來研究參考。 The main purpose of this study was to explore teachers' mental health based on the positive psychology theory. There were 2123 lementary, junior high, and senior high school teachers randomly selected from the north, the central, and the south of Taiwan, which were analyzed by using cross contingency table, MANOVA, one-way ANOVA, multiple regression analysis, and structural equation modeling. Findings were summarized as follows： 1. Teachers were more in contented type and flourishing type than in floundering type and hovering type. 2. Different background variables had significantly different impact on teachers’ depression tendency. 3. Subjective well-being might be the mediator between working hours and depression for high school teachers, but not for elementary school teachers. 4. Although the appraisal support and healthy behavior enhance the understanding in teachers’ depression, but the emotional well-being played a mediating role in these relationships. 5. The teachers’ mental health statuses are divided into nine types. Finally, several suggestions for the policy making about teachers’ mental health were proposed.