| Summary: | 博士 === 國立彰化師範大學 === 教育研究所 === 106 === Around the world people strive to balance between work and family roles and find fulfillment in both. Teaching can place particular demands on these roles. Several attempts have been made to understand how teachers experience work-family conflict. However, there is a notable absence of research that examines preschool teachers’ work-life balance (WLB), work-family conflicts (WFC), job satisfaction (JS), and family satisfaction (FS). The current study investigates the relationship among WFC, JS, WLB, and FS for 963 preschool teachers in Taiwan. Structural equation modeling was used to examine effects in the study. The study results found that preschool teachers’ WFC negatively associated with JS. Preschool teachers’ JS positively predicted WLB. Preschool teachers’ WFC negatively predicted WLB. Preschool teachers’ JS had partial mediating effect on the relationship between WFC and WLB. Preschool teachers’ WLB positively predicted FS. Preschool teachers’ WFC negatively predicted FS. Preschool teachers’ WLB had full mediating effect on the relationship between WFC and FS. Suggestions for further research and implications for practice were also presented.
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