工作與家庭衝突的概念、測量及分析：臺灣地區國民小學教師的實證研究

The Concept, Measurement and Analysis of Work and Family Conf lict: An Empirical Study of Elementary School Teachers in Taiwan

本研究以臺灣地區國民小學教師為對象，據以探討工作與家庭衝突的概念。首先，確立工作與家庭衝突的概念架構，其次，採用模式競爭的策略，確認最適切的測量模式，此外，針對教師工作與家庭衝突的知覺現況進行分析。依據研究結果，本研究確立教師的工作與家庭衝突包含四個因素，測量題數為12題。在因素結構上，則為四因素的斜交模式。在知覺程度方面，男性、兼任主任之教師，在部分因素層面具有較高的衝突知覺。最後，本研究針對學校實務與後續研究提出建議，以做為探討教師工作與家庭衝突之參考。

This research is aimed at discussing the concept of work-family conflict. Elementary school teachers in Taiwan were selected as research subjects. First, the conceptual framework of work-family conflict is established through literature review. Then, the most adequate measuring model is ascertained by way of the strategy of model competition. In addition, the perception of work-family conflict is analyzed. The research results conclude that teachers’ work-family conflict includes four factors with 12 measuring questions. In terms of the factorial structure, it is a four correlated factorial model. Regarding the level of awareness, male teachers, teachers holding concurrent positions of school directors have higher level of awareness of conflict in some factors. Finally, this research offers practical suggestions for schools and suggestions for further research, which may serve as reference for future discussions of teachers’ work-family conflict.