本研究主要在探討高中教師在「自我慈悲」、「獨處經驗」和「工作壓力」關聯情形，並了解獨處經驗是否在自我慈悲與工作壓力間具有調節作用。研究以方便立意抽樣、問卷調查的方式蒐集資料，有效樣本為北北基地區高中教師共345人。使用的測量工具為「臺灣版自我慈憫量表」、「獨處經驗量表」和「高中教師工作壓力量表」。將所得資料以次數分配與百分比、描述統計、多變量變異數分析、皮爾森積差相關、多元逐步迴歸分析、多元階層迴歸進行資料分析。研究結果如下：
自我慈悲、自我慈悲遞減因素在年齡、教學年資、兼任職務等背景變項有顯著差異。獨處經驗、正向情感獨處經驗、負向情感獨處經驗、思考與問題解決的獨處經驗在性別、教學年資等背景變項有顯著差異。工作壓力在年齡上有顯著差異。工作壓力—教室管理項目在年齡、教學年資等背景變項有顯著差異。
高中教師之自我慈悲與工作壓力總分具有顯著中度負相關；獨處經驗總分與工作壓力—教室管理、人際關係項目具有顯著低度負相關；正向情感獨處經驗與工作壓力—適應變革項目具有顯著低度正相關；負向情感獨處經驗與工作壓力總分、工作壓力—教室管理、適應變革、人際關係項目具有顯著低度正相關；思考與問題解決的獨處經驗與工作壓力—教室管理、人際關係項目具有顯著低度負相關；自我慈悲總分與獨處經驗總分具有顯著中度正相關。
高自我慈悲的高中教師在獨處經驗總分、正向情感獨處經驗、思考與問題解決的獨處經驗上顯著高於低自我慈悲的教師；低自我慈悲的高中教師在負向情感獨處經驗、工作壓力總分、工作壓力—行政督導、教室管理、工作負荷、適應變革、人際關係向度顯著高於高自我慈悲的教師。
高中教師的自我慈悲遞減因素、自我慈悲增進因素、正向情感獨處經驗和負向情感獨處經驗對工作壓力具有顯著預測力。
高中教師的獨處經驗在自我慈悲和工作壓力沒有調節效果，但在分項量表上，負向情感獨處經驗在自我慈悲增進因素和工作壓力中之教室管理項目之間存在調節效果。
最後，本研究提出研究討論與相關建議。

The purpose of the study was to explore the relations among self-compassion, solitude experience and working pressure of senior high school teachers. We also examined the predictability of self-compassion and solitude experiences to working pressure for senior high school teachers.
Three-hundred and fourty five (345) senior high school teachers in North Taiwan completed self-report questionnaires that assessed self-compassion, solitude experiences and working pressure. The obtained data were analyzed by descriptive statistics, one-way MANOVA, Pearson’s product-moment correlation, multiple stepwise regression analysis and multiple hierarchical regression analysis. The results were as follows:
Self-compassion and self-compassion decremental factor varied significantly in terms of age, job tenure and administrative positionmarital status. Solitude experience, positive emotion in solitude, negative emotion in solitude and thinking and problem solving in solitude varied significantly in terms of gender and job tenure. Working pressure varied significantly in terms of age. Pressure of classroom management varied significantly in terms of age and job tenure.
There were significant moderate negative correlations between self-compassion and working pressure. There were significant modest negative correlations between solitude experience and pressure of classroom management and interpersonal relationship. There were significant modest positive correlations between positive emotion in solitude and pressure of adaptive transformation. There were significant modest positive correlations between negative emotion in solitude and working pressure, pressure of classroom management, adaptive transformation and interpersonal relationship. There were significant modest negative correlations between thinking and problem solving in solitude and pressure of classroom management and interpersonal relationship. There were significant moderate positive correlations between self-compassion and solitude experience.
Teachers with high degrees of self-compassion showed significant higher scores in solitude experience, positive emotion in solitude, and thinking/problem solving in solitude than teachers with low degrees of self-compassion. Teachers with low degrees of self-compassion showed significant higher scores in negative emotion in solitude, working pressure, pressure of administrative supervision, classroom management, working load, adaptive transformation and interpersonal relationship than teachers with high degrees of self-compassion.
Self-compassion decremental factor, self-compassion incremental factor, positive emotion in solitude and negative emotion in solitude in teachers can significantly predict their working pressure.
There were no significant moderate relations of solitude experience between self-compassion and teachers’ working pressure. But in the subscale score, negative emotion in solitude moderates the relation between self-compassion incremental factor and pressure of classroom management.
According to these findings, the study also provides further suggestions for future research directions and the practitioners.

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