隨著全球化和國際化的趨勢，英語作為國際交流的重要語言，政府積極推動雙語環境的建立，以培養更多的雙語人才。然而，國小教師在面對相關政策時有諸多挑戰，導致教師工作壓力的增加，長期下來可能會負向影響教師的幸福感。本研究旨在探討台灣國小教師在雙語政策下所承受的工作壓力對其幸福感的影響，並且以幽默感與創造力信念作為調節變項。本研究將透過便利抽樣，以各縣市國小教師為對象，預試有效樣本103份，以因素分析及Cronbach's Alpha值分析檢定各題項適配度，再進行正式施測。正式問卷有效樣本173份，資料回收後，對樣本進行描述性分析，如平均數、標準差；再以單因子變異數探討不同的教師背景資料對各構面間有無顯著差異；最後以積差相關及路徑分析驗證研究假設。研究結果顯示：
一、教師雙語工作壓力對教師幸福感具有顯著負向影響
二、幽默感對教師幸福感具有顯著正向影響
三、創造力信念對教師幸福感不具有正向影響
四、幽默感對教師雙語工作壓力與教師幸福感具有緩衝效果
五、創造力信念對教師雙語工作壓力與教師幸福感不具有緩衝效果
最後依據研究結果提出討論與建議，以期為未來雙語教育政策的制定提供參考，促進台灣教育的國際化進程。

With the trends of internationalization, English, as an important language for international communication, has led the government to promote the bilingual environment. However, teachers face numerous challenges when implementing bilingual education policies, which increase work stress and may negatively impact their well-being. This study aims to explore the impact of work stress on the well-being of elementary school teachers, with humor and belief of creativity as moderating variables. This study uses convenience sampling, targeting elementary school teachers from various counties and cities. A valid sample of 103 responses was collected during the pretest. The sample was analyzed by factor analysis and Cronbach's Alpha to examine the survey. There are 173 formal valid questionnaires. The mean and standard deviation of the sample are applied to descriptive analysis . Then, one-way ANOVA is used to explore whether there are significant differences from different teacher background variables for each dimension. Finally, Pearson correlation and path analysis are used to test the research hypotheses. The results of this study indicated as follow:
1.Bilingual work stress has a significant negative impact on teachers' well-being.
2.Humor has a significant positive impact on teachers' well-being.
3.Belief of creativity does not have a positive impact on teachers' well-being.
4.Humor has a buffering effect on the relationship between bilingual work stress and teachers' well-being.
5.Belief of creativity does not have a buffering effect on the relationship between bilingual work stress and teachers' well-being.
Finally, based on the research findings, recommendations and discussions are provided to inform future bilingual education policy development.

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