本研究主要的目的在探討中小學教師的工作-家庭衝突及其相關因素與影響，內容可分為三部分：（1）探討中小學教師的工作-家庭衝突現況，以及時間管理行為、目標導向、角色衝突因應策略與生活滿意度之現況。（2）探討性別在工作-家庭衝突上的差異。（3）探討中小學教師的工作-家庭衝突與時間管理、目標導向、角色衝突因應策略、生活滿意度之關係。

本研究以台灣地區國小、國中已婚男女教師為研究對象，有效樣本共計384人（男107，女277人）。本研究所採用的量表共有5種，分別為「工作-家庭衝突量表」、「角色衝突因應策略量表」、「生活滿意度量表」、「時間管理行為量表」及「目標導向量表」，所使用的統計方法有皮爾森積差相關、單因子多變量變異數分析、典型相關、逐步迴歸分析、獨立樣本t考驗等。

本研究主要的結果如下：

一、 工作-家庭衝突、時間管理、目標導向、角色衝突因應策略與生活滿意度的現況

（一）工作-家庭衝突方面

中小學教師很少會有工作-家庭衝突，而「工作干擾家庭」與「家庭干擾工作」的情形也較少，但兩者相較之下，「家庭干擾工作」的狀況較少。至於「工作要求」與「家庭要求」的情形，全體教師不一定有很多的工作要求，也不一定因工作要求而精疲力盡，但常因家庭要求而感到疲憊，然兩者相較之下，工作要求較少，在性別方面，即使中小學教師較少有工作要求與家庭要求，但男女比較下，男性教師有較少的「工作要求」與「家庭要求」。

（二）時間管理方面

中小學教師有時會表現出「設定目標與優先順序」、「作計畫與排時間表」、「知覺控制時間」之時間管理行為，至於在性別方面，則無顯著差異。

（三）目標導向方面

在「尋求成長導向」方面，中小學教師有些符合「當遇到各種挫折、或負面的生活情境時，會尋求個人成長」之生活目標傾向；在「尋求證明導向」方面，中小學教師教師有些符合，但也有些不符合「當遇到各種挫折、或負面的生活情境時，會尋求自己能力、價值的證明」之生活目標傾向。本研究的中小學教師較傾向「尋求成長導向」，至於性別方面並無顯著差異。

（四）角色衝突因應策略方面

中小學教師在面臨工作-家庭衝突時，有時會使用「重新界定角色結構」與「角色行為的反應」因應策略，但經常使用「重新界定個人角色」因應策略，來因應工作-家庭衝突，至於在性別方面，則無顯著差異。

（五）生活滿意度方面

中小學教師對各生活領域感到滿意。至於性別方面的差異，男性教師的生活滿意度高於女性教師。

二、 性別、時間管理、目標導向與工作-家庭衝突的關係

（一）女性教師顯著比男性教師更會因來自「工作角色」與「家庭角色」的時間壓力，而覺得時間短缺、精力透支。

（二）具有時間管理行為的中小學教師，其工作-家庭衝突程度較低，其中愈有「作計畫、排時間表」之時間管理行為，工作干擾家庭衝突、家庭干擾工作衝突、家庭要求、工作要求與工作-家庭衝突的情形愈少。

（三）本研究發現「尋求成長導向」的教師，其工作-家庭衝突程度較低，但研究結果未發現教師的「尋求證明導向」與工作-家庭衝突有顯著的正相關。

三、 工作-家庭衝突與角色衝突因應策略、生活滿意度之關係

（一）中小學教師的工作-家庭衝突程度愈高，角色衝突因應策略的使用頻率愈高，其中較傾向使用「角色行為的反應」因應策略。

（二）中小學教師的工作-家庭衝突與生活滿意度有顯著的負相關，此負向關係在女性教師方面最為顯著。

本研究依據上述的研究結果加以討論並提供建議，以供後續研究及教育輔導工作之參考。

The first purpose of this study was to assess the degree of work-family conflict among married elementary school and junior high school teachers in Taiwan. The second purpose was to investigate how gender, time management behavior, and one’s goal orientation approach relate to work-family conflict. The third purpose was to study how work-family conflict relates to role-conflict coping strategies and life satisfaction.

For this study, 384 married teachers from 15 elementary schools and 15 junior high schools in Taiwan were administered the Chinese versions of the following instruments：the Time Management Behavior Scale (Macan, 1990), the Goal-Orientation Measure (Dykman, 1998), the Work-Family Conflict Scale (Netemeyer, Boles, & McMurrian, 1996), the Family-Work Conflict Scale (Netemeyer et al., 1996), the Family Demand Measurement (Yang et al., 2000), the Work Demand Measurement (Yang et al., 2000), the Work-Family Conflict Measurement (Yang et al., 2000), the Role-Conflict Coping Strategies Scale (Wu& Leo, 2001), and the Life Satisfaction Scale (Wu& Leo, 2001).

The results of the study supported most of the hypotheses. The study showed that the married elementary and high school teachers displayed a relatively low level of work-family conflict, that female teachers’ family and work demands were significantly higher than those of male teachers, and that teachers who exhibited more time management skills had a lower level of work-family conflict. The study also displayed a significantly positive association between a growth-seeking goal orientation approach and reduced work-family conflict. Additionally, the results showed that teachers often used role-conflict coping strategies when they experienced work-family conflict and that there was a clearly negative correlation between work-family conflict and life satisfaction.

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