| Summary: | 碩士 === 輔仁大學 === 兒童與家庭學系碩士班 === 99 === The purpose of this research is to understand the relationships among the primary and junior high school teachers’ gender role attitudes, participation in domestic housework and their children’s housework allocation. This study explored the effects of teachers’ gender role attitudes on the division of domestic housework as well as the relationships between their own participation in household and their children’s participation in household. Specifically ,it examined, whether the children’s participation in household was influenced by their parents’ allocation or observing to imitate the model of their parents’ division of household. The subjects of the research were primary and junior high school teachers from Ilan County, Greater Taipei Area and Taoyuan County. Total number of effective samples were 495, including 140 male teachers and 255 female teachers.
The research found that despite the primary and junior high school teachers’ gender role attitude was inclined to modern equality, their views on the division of household was still traditional and stereotyped. The results of the research also showed that the teachers’ participation in household was segmented by gender, that is, the male teachers’ participation in household laid particular stress on “traditional male works” while the female teachers on “traditional female works”.
On the children’s participation in household, the time and frequency for the children of primary and junior high school teachers were lower. Furthermore, the children’s participation was similar to what their parents had done, that is, there was gender segmentation too in the participation in household by the children of primary and junior high school teachers that the sons laid particular stress on “traditional male works” while the daughters on “traditional female works”.
The research furthered to find that the gender role attitude only correla-
-ted with the frequency of participation in household by male teachers and had no effect on the female teachers. The participation in household by the children was only correlated with the male and female teachers’ allocation behavior. That means that the participation in the household by the children was learn through the mechanism of direct learning instead of “indirect learning”.
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