Abstract

When the function of the family does not work adequately, and the value of society is confusing, teachers become important promoters to turn this situation into a clear direction, and their behaviors can deeply influence their students. However, teachers are not isolated individuals left to fight alone or to concentrate only on their own work without having regard with what is happening in the outside world. They need resources from the sharing of the experience of peers, interaction within a social network, and social support for encouragement. A teacher with well-being can build self-confidence and hold an optimistic attitude and will present his or her best to their students. In addition, principal leadership plays a very important role in the operation of a school, and it will profoundly impact a teacher’s service morale, teaching attitude, and effectiveness. Principal leadership is also a critical factor to decide whether the implementation of school affairs will succeed or not. The study aims to examine the impacts of social support, well-being, principal leadership on teaching effectiveness, the mediating effect of well-being between social support and teaching effectiveness, and the moderating effect of principal leadership between social support and teaching effectiveness. The study uses a questionnaire as the survey method to collect data from Chiayi County elementary school teachers in Taiwan. The authors dispatched a total of 300 questionnaires, and collected 265 valid copies. The effective response rate is 81.67%. The findings of the research are as follows: (1) Social support will positively and significantly affect teaching effectiveness, (2) social support will positively and significantly affect well-being, (3) well-being will positively and significantly affect teaching effectiveness, (4) principal leadership will positively and significantly affect teaching effectiveness, (5) well-being has mediating effect between social support and teaching effectiveness, and (6) principal leadership has no moderating effect between social support and teaching effectiveness.

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