Abstract
The present study focuses on the current situation and relationship among teachers’ orientations to happiness, teachers’ subjective well-being and teachers’ organizational commitment. It examines which subscales of teachers’ orientations to happiness and teachers’ subjective well-being can best predict teachers’ organizational commitment. The data were collected through a questionnaire returned by a sample of 1094 teachers in Taiwan public junior high schools. Descriptive statistics, Pearson correlations, canonical correlations and multiple regression analyses indicated that: （1） Teachers’ perceptions of orientations to happiness and organizational commitment reach the high level, and the perception of subjective well-being only reaches the middle level. （2） There was significantly relationship between: teacher’s orientations to happiness and teachers’ subjective well-being; teacher’s orientation and teachers’ organizational commitment; teacher’s subjective well-being and teachers’ organizational commitment. （3） Among the six subscales of orientations to happiness and subjective well-being, positive emotions, pursuit of meaning, negative emotions and life satisfaction were significant predictors of organizational commitment. Practical implications of the study are discussed in relation to teachers and principals.