| Summary: | 碩士 === 台灣首府大學 === 幼兒教育學系碩士班 === 103 === This study aimed at investigating the relationship between work-family conflict and psychological well-being of preschool educators. The major purpose of this study included the following four points: (1) to investigate preschool educators’ work-family conflict and psychological well-being; (2) to explore the difference between among preschool educators’ background factors; (3) to explore the relation between work-family conflict and psychological well-being; (4) to examine the predictability of preschool educators' background and work-family conflict on psychological well-being.
A questionnaire is used as the research instrument to this study. The subjects were chosen randomly from kindergarten from the 22 administrative areas of Tainan city, Taiwan. A total of 400 copies were distributed, among which 381 returned as effective samples. "Work-Family Conflict Scale " by Carlson et al(2000), "Model of Teachers' Subjective Well Being " by Min-Ning Yu, Jin-Chang Hsieh, Shih-Yu Lin, Po-Lin Chen and Hsiao-Chieh Tseng were used for question design and analysis. The data is analyzed by Spss 22.0 program and descriptive analysis, t-test, One-Way Anova, Pearson's correlation, Multiple Regression were used for statistic analysis. The results are as follows.
1. Preschool educator’s conflict in work to family and family to work is not very high, but the “Strain-based Work to Family conflict” is the highest score than others.
2. Three sub- scales of psychological well-being were emotional well-being, mental well-being and social well-being .The highest score of Preschool educators in mental well-being.
3. Work-family conflict among various background factors:
(1) Married preschool educators have higher “Time-based Family to Work Conflict” than unmarried preschool educators.
(2) Preschool educator in age 30-39 have higher “Time-based Work to Family Conflict” than preschool educator in age 20-29.
(3) Preschool educators who have Bachelor’s degree have higher “Work to Family on time base” and “Strain-based Work to Family conflict” than preschool educator who have Associates degree. Preschool educators who have master degree have higher “Strain-based Work to Family conflict” than preschool educators who have Associates degree.
(4) Years of work and number of children hadn't show difference in work-family conflict.
4. Psychological well-being among various background factors:
(1)Public schools’ preschool educators have higher “Social well-being” than private schools’ preschool educators.
(2) Married preschool educators have higher “Social well-being” than unmarried preschool educators.
(3) Preschool educators in age 50-59 have higher emotional well-being, mental well-being and social well-being than preschool educators in age 20-29.
(4) Preschool educators who work 21-30 years have higher emotional well-being, mental well-being and social well-being than preschool educators who work 1-10 years .
(5) Years of work and number of children hadn't show difference in psychological well-being.
5. The preschool educators' background factors and work-family conflicts can explain with effectively psychological well-being from 18%~27%.
Finally, according to the results of this study, suggestions are proposed for parents, schools and the relative research studies in the future.
|
|---|
