同酬也要同工：組織公平知覺對國小教師的職家衝突與後果之調節

Equal Pay with Equal Obligation: Effects of Perceived Organizational Justice on Work-to-family Conflict among Elementary School Teachers

綜觀國內職家衝突研究，鮮少以國小教師為對象。據此，本研究以資源保存理論為理論起點，將組織公平知覺視為個人資源，探討職家衝突對國小教師的工作滿意與生活滿意之影響，並細究組織公平知覺的調節作用。研究採用結構式問卷調查桃園縣公立國民小學之教師，共完成336份有效問卷。結果顯示：在控制家庭工作衝突下，工作家庭衝突對國小教師的工作滿意與生活滿意有顯著負向關聯。在調節作用方面：程序公平能減緩工作家庭衝突對工作滿意的負面衝擊。本研究確認了組織公平知覺為個人面對工作家庭衝突之資源，可減緩工作家庭衝突對工作滿意之負面衝擊，除了深化相關理論外，也藉此呼籲實務界對營造組織公平環境之重視。

With the revolution and diversity of Taiwan educational policies, teachers in elementary schools face different work loadings and work stress. The increasing work stress, therefore, might result in the increase of work-family conflict. However, the relevant literature of work-family conflict has overlooked the teachers. The aim of this study was to focus on this particular aspect of work-to-family conflict among teachers to explore: 1. the relationship among work-to-family conflict, job satisfaction and life satisfaction; and 2. the moderating effects of perceived organizational justice based on Resources Conservation Theory. Using structured questionnaires, a sample of 336 teachers was collected in elementary schools from Taoyaun County. Multiple regression analysis revealed that work-to-family conflict was negatively related to both job satisfaction and life satisfaction. Meanwhile, distributive justice was significantly related to both job satisfaction and life satisfaction. Furthermore, procedure justice had moderating effect on relationships between work-tofamily conflict and job satisfaction. Specifically, procedure justice played buffering effects on the stress-job satisfaction relation. Perceived organizational justice is a significant resource which can ease the damage of conflicts. Accordingly, schools should create a fair working environment to assist teachers' adjustment for stressors.