This study aimed to verify the relationship among children's creative self-efficacy, parenting style, parent-child relationship, and after-school program. Judgmental sampling was used for subject selection from Taiwan. There are 550 valid participants composed of elementary school to junior high school students; their data were put into the statistical process. The multiple regression analysis was applied in this study. The survey tool was developed based on literature review and related articles. Research result supported the idea that the after-school program was the most significant variable that affected the student's creative self-efficacy. The "punitive discipline" and "autonomy support" of parenting style can affect positive parentchild relationships as well as students' creative self-efficacy. Evidence supported the notion that "negative parent-child relationships" will not motivate students' creative selfefficacy. Besides, the after-school program plays an important role in the students' creative self-efficacy independently.

<p>The study aims to discover how to enhance teachers' well-being, health, self-efficacy at schools, and how to alleviate their stress and burnout conditions so that teachers' teaching and students' learning outcomes would be greatly improved. A designed survey using questionnaires that retrieved from literature consisted of three factors and 44 items. The 67 valid responses for pre-test and 944 participants were sampled in 56 schools of Taiwan for the formal survey. The data were put into mediation effect test of teaching-related psychosocial hazards factors by SPSS. Result supported that the mediation intensity of teaching-related psychosocial hazards have a significant weakening mediation effect on the positive relationship between work resources and work well-being. It demonstrated that among teaching-related psychosocial hazards, lesson disturbances and conflicts with parents are highly hazardous to their work well-being. In consequence, their teaching efficiency, teaching passions, and teaching performance could be impacted negatively.</p>

<p>The study aims to discover how to enhance teachers' well-being, health, self-efficacy at schools, and how to alleviate their stress and burnout conditions so that teachers' teaching and students' learning outcomes would be greatly improved. A designed survey using questionnaires that retrieved from literature consisted of three factors and 44 items. The 67 valid responses for pre-test and 944 participants were sampled in 56 schools of Taiwan for the formal survey. The data were put into mediation effect test of teaching-related psychosocial hazards factors by SPSS. Result supported that the mediation intensity of teaching-related psychosocial hazards have a significant weakening mediation effect on the positive relationship between work resources and work well-being. It demonstrated that among teaching-related psychosocial hazards, lesson disturbances and conflicts with parents are highly hazardous to their work well-being. In consequence, their teaching efficiency, teaching passions, and teaching performance could be impacted negatively.</p>