本研究目的旨在探討不同背景變項之國小教師在成人依附風格、獨處能力與愛情關係滿意度之間的差異與相關情形。研究過程採用立意取樣的方式，依照新北市九大教育區教師人數的比例分配，共抽取新北市26所公立國小，擔任主任、組長、導師及科任的教師，有效樣本共462人。本研究以問卷調查法進行資料蒐集，研究工具包括「人際依附風格量表」、「獨處能力量表」以及「關係評估量表」。所得資料以次數分配與百分比、描述統計、單因子多變量變異數分析、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關、多元逐步迴歸分析等統計方法進行分析處理，研究結果如下：
一、國小教師整體成人依附風格，在年齡、婚姻狀態等背景變項具有顯著差異，
　　但不因性別、家中排行、教育程度等變項不同而有顯著差異存在。
二、國小教師整體獨處能力，在性別背景變項具有顯著差異，但不因年齡、家中
　　排行、教育程度、婚姻狀態等變項不同而有顯著差異存在。
三、國小教師之愛情關係滿意度，在年齡背景變項具有顯著差異，但不因性別、
　　家中排行、教育程度、婚姻狀態等變項不同而有顯著差異存在。
四、國小教師之成人依附風格與獨處能力具有顯著相關存在。
五、國小教師之獨處能力與愛情關係滿意度具有顯著相關存在。
六、國小教師之成人依附風格與愛情關係滿意度具有顯著相關存在。
七、成人依附風格與獨處能力對愛情關係滿意度有顯著預測力，其中以安全依附
　　型對愛情關係滿意度之預測力最高。
　　最後，研究者依據本研究結果進行討論，並提出具體建議做為教師自我成長、教育主管機關辦理研習活動及未來研究之參考。

The purpose of the study was to explore the differences and relations among adult attachment styles, the capacity to be alone and love relationship satisfaction of elementary school teachers in terms of their different backgrounds. We also examined the predictability of adult attachment styles and the capacity to be alone to love relationship satisfaction for elementary school teachers.
The sample consisted of 462 teachers from 26 elementary schools in New Taipei City with purposive sampling. The study gathered information through questionnaire surveys. The instruments applied were Attachment Style Scale, the Capacity to be Alone Scale and Relationship Assessment Scale. The obtained data were analyzed by frequency distribution & percentage, descriptive statistics, one-way MANOVA, independent-sample t-test, one-way ANOVA, Pearson’s product-moment correlation, and multiple stepwise regression analysis. The results were as follows:
1. The adult attachment styles of elementary school teachers varied significantly in terms of age, marital status, but not gender, birth order, educational level.
2. The capacity to be alone of elementary school teachers varied significantly in terms of gender, but not age, birth order, educational level, marital status.
3. The love relationship satisfaction of elementary school teachers varied significantly
in terms of age, but not gender, birth order, educational level, marital status.
4. There were significant correlations between adult attachment styles and the
capacity to be alone.
5. There were significant correlations between the capacity to be alone and love relationship satisfaction.
6. There were significant correlations between adult attachment styles and love relationship satisfaction.
7. The predictabilities of adult attachment styles and the capacity to be alone on love relationship satisfaction were significant. Among which the secure attachment style is the most predictable.
Based on the results, suggestions for teacher’s self-growth, educational
administration design programs or acticities, and future researches were discussed and
proposed.

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