國小教師親子關係、工作壓力與主觀幸福感之關係模式：職家互動以及性別角色觀點

A Relational Model of Elementary School Teachers’ Parent-Child Relationship, Job Stress and Subjective Well-Being: Perspective of Work-Family Interaction and Gender Role

本研究旨在透過職家互動以及性別角色的角度探討國小教師工作壓力、親子關係與主觀幸福感之間的關係，並比較男女性教師之差異。研究資料係透過問卷調查取得，以「教師親子關係量表」、「教師工作壓力量表」及「教師幸福感量表」為研究工具，採分層立意抽樣方法選取高雄市22所公立國小，並以已婚且育有子女之正式教師為研究對象，共發出450份問卷，回收有效問卷428份，有效回收率為95.1%，並使用結構方程模式進行資料分析。本研究發現，國小教師親子關係對其工作壓力與幸福感的中介效果，僅在兼任母職之女性教師群體成立；工作壓力對於兼父職男性教師的親子關係與幸福感均無顯著效果。本研究認為，這樣的結果應與華人社會下的性別角色期待、父職的選擇性，以及國小教師工作之特性有關，並應受到國小教師及學校行政主管的重視，共謀因應。

Research on work-to-family conflict is prominent in the field of education but none has been focused on the conflict between teachers’ job and parenting roles. This study aims to understand the relationship among elementary school teachers’ job stress, parent child relationship and well-being and compare the difference between the male and female groups in aforementioned relationship. Survey was conducted to gather data from 22 public elementary schools around Taiwan. Four hundred and fifty five questionnaires were distributed and 428 valid samples were collected as the main source of data for the structural equation modeling analysis. The result suggests that the proposed mediation effect of parent-child relationship on the relationship between job stress and well-being is only significant in the female group while male elementary school teachers’ job stress has no significant influence on their parent-child relationship and well-being. The difference could be a result form the traditional sex role expectation and partial fatherhood in Chinese culture and the specific job characteristics of teachers to which teachers and school managers should pay attention and cope with together in the elementary school context.