| Summary: | 博士 === 國立彰化師範大學 === 輔導與諮商系 === 91 === This dissertation is a qualitative study designed to investigate the interaction between work and family may influence elementary for female elementary school teachers. Drawing from data collected over six months of fieldwork, including in-depth interviews and the analysis of sandworld, this study explores how elementary school teachers express the interaction of their work and family.
Results suggest five principle conclusions. First, female schoolteachers’ autonomy in time arrangement derived from external time schedule and internal timing sense suggest that they live in a world of time different from male teachers. This difference reflects an imbalance between family responsibilities and career development for both female and male teachers.
Second, female teachers’ negative interaction experiences between work and family: data reflects that their professional development is mainly based on the motherhood. Although the role in family has short-term and controllable influences toward school life, being in the same school with their own children involves female elementary school teachers into challenges derived from gender structure.
Third, female teachers’ positive interaction experience between work and family: teaching promotes the parent skill for both female and male teachers. Also, the experience of parenthood facilitates their understanding in student parents’ position.
Forth, female teachers’ coping skill between work and family life: the use of the link between self and community provides supports and cares among colleagues without the operation of power. School life offers female teachers to expand the paradigm of motherhood, and develops a working relationship that helps teachers share educational resources.
Finally, female teachers’ symbolic meanings interpreted from sandworld : the graphics of square and round deliver different experiences of work and family; the connections of passage and bridge construct a parallel development in work and family; the images of sunflowers and pines express female educators’ self-identification; the locations of male characters reflect the role of father and the relation of marriage in the family; the grouping of people shows a significant relationship among female colleagues.
According to the findings extracted from interpretation of data, the researcher also provides suggestions for in-service teachers, psychology councilor, educational administrators, and future research.
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