本研究以John等人的职业幸福感模型作为理论基础，编制了中小学教师职业幸福感量表并研究了教师职业幸福感对其主观幸福感的影响。参照John等人的职业幸福感模型中的维度划分，确定9个维度：组织承诺、工作满意、情感枯竭、抱负、能力、独立、人际关系、工作投入和躯体健康。最终确定63个项目。采用李克特量表5点计分。自编量表在总体内部一致性信度为0.937,各维度内部一致性信度在0.668~0.871之间。卡方自由度之比略高于3， CFI和TLI指数达到0.7，RMSEA指数也在标准范围之内，显示量表具有良好的结构效度。职业幸福感与主观幸福感之间存在显著正相关（r=0.389，p<0.01）.量表中涉及到的9各维度都与主观幸福感呈显著相关. 以工作满意、情感枯竭、能力和独立做自变量，得结果自变量对因变量解释度0.410（F=98.580，p<0.01）结果显著。

In this study, John, career happiness model as a theoretical basis, the preparation of primary and secondary school teachers 'professional well-being scale and the impact of teachers' occupational well-being of their SWB. Dimension division professional happiness model with reference to John, who identified nine dimensions: organizational commitment, job satisfaction, emotional depletion, ambition, ability, independence, relationships, job involvement, and physical health. Finalized 63 projects. Using 5-point Likert scale scoring. Self scale in the overall internal consistency reliability was 0.937, and the internal consistency reliability of each dimension in the range of 0.668 to 0.871. Chi-square degrees of freedom ratio of slightly more than 3, CFI and TLI index of 0.7, and RMSEA indices are standard within the scope of the scale has good construct validity. Professional happiness and subjective well-being between significant positive correlation (r = 0.389, p <0.01). Scale involved in the 9 dimension was significantly correlated with subjective well-being to job satisfaction, emotional depletion, capacity and independence of the independent variables, the results of independent variables on the dependent variable explained 0.410 (F = 98.580, p <0.01) results significantly.