Abstract
The purpose of this study is to understand the current situation of "work-family conflict" and "quality of life" of New Taipei City elementary school teachers、and the difference of "personal background","family background" and " work background" on "work-family conflict" and "quality of life" respectively. In addition、this study is to investigate the correlationship between "work-family conflict" and "quality of life". Furthermore、this study is to realize the explanation about "personal background" 、"family background" and "working background" in "work-family conflict" and "quality of life".
In this study、a questionnaire survey is adoped to collect the data with purposive sampling. The teachers who are teaching at the elementary school in New Taipei City have been selected for the survey. The total of 850 questionnaires of formal test were issued、the actual number of valid samples are at 764、the effective rate was back at 90.0%. The tool of the research in the test includes: "Basic personal information questionnaire"、"Work-Family Conflict Scale","Life Quality Scale". All the collected datas were proceeded by SPSS for windows 12.0 to analyze、such as descriptive statistics、one-way ANOVA、Scheffe method、Pearson's product-moment correlation and multiple regression statistical methods. The main results were listed as following:
A. The current status of New Taipei City elementary school teachers』 "work-family conflict" and "quality of life"：
1. The "work-family conflict" presents a "middle-low level " status.
2. The "quality of life" presents a "middle-high level " status、in which the category of "social relationship" reflects at the highest level、and the category of "environment" reflects at the lowest level.
B. The discrepancy of "different personal background","different family background"and " different work background" of the New Taipei City elementary school teachers in the "work-family conflict"：
1. The older the teachers』 youngest child is、the less "work-family conflict" is.
2. The more "family support" the teachers get、the less "work-family conflict" is.
3. The "work-family conflict"of the teachers who work in "more than 61 classes" school is lower than those who work in "less than20 classes" or "21 to 40 class" school.
4. The more teachers』 "daily work hours" have、the more "work-family conflict" is.
C. The discrepancy of perception of "different personal background"、"different family background"and " different work background" in " quality of life "：
1. The older the teachers are、the better "quality of life" they get.
2. The "quality of life" of the married teacher is better than it of the unmarried teacher.
3. The older the teacher’s youngest child is、the better "quality of life" they have.
4. The more "family support" the teachers get、the better "quality of life" they get.
5. The "quality of life" of the teachers who work in private school is better than those who work in public school.
6. The "quality of life"of the teachers who work in "more than 61 classes" school is better than those who work in "less than20 classes" or "21 to 40 class" school.
7. The perception of "quality of life"of the teachers who work "more than 21 years" is better than those who work less than "11 to 20 years" 、"6 to 10 years" and "below five years".
D. The relationship between the New Taipei City elementary school teachers』 "work-family conflict" and "quality of life"：
The "work-family conflict" and "quality of life" of New Taipei City elementary school teachers present at a high degree of negative relationship、that means ,the more "work-family conflict"、the less perception of its "quality of life".
E. The explanation about "work-family conflict" by "different personal background"、"different family background"and "different work background" of New Taipei City elementary school teachers：
Teachers who have the older the youngest child、the more "family support" and work in "more than 61 classes" school win have less "work-family conflict". In addition、the more "daily working hours " they have、the more "work-family
conflict" is.
F. The explanation about "quality of life" by different personal background","different family background" and "different work background" of New Taipei City elementary school teachers：
Teachers who have more "family support"、"work in the private school"、"work in more than 61 classes" school、acting as"teacher and chief" and the less"working hours" will have better "quality of life".
G. The explanation about "work-family conflict" and "quality of life" by "different personal background","different family background" and "different work background" of New Taipei City elementary school teachers：
Teachers who have more "family support","work in the private school"、"work in more than 61 classes" school、acting as"teacher and chief" and the less "work-family conflict"、will have better "quality of life".
According to the findings and conclusions of this study、the researcher recommends that New Taipei City elementary school teachers should have to find out the cause of work-family conflict、face to the conflict、solve the conflict、develop exercise habits、participate in leisure activities in a timely manner to relieve physical and mental tension、achieve a healthy life、improve their lifestyle、pay attention to balanced nutrition、have a good sleep、conduct a healthy lifestyle、promote good family relationship、seek for support way、take care of the children properly to create a happy and harmonious family、make planning management、use time management、establish housework、reduce work-family conflict、and thus enhance the quality of life. The junior teachers have to learn more from experienced senior teachers and need to encourage themselves to try different positions with a view to increasing the practical experience. Moreover、the researchers suggest that schools should organize teacher to enter stress management study in order to ease the conflict of the role of teachers caused by the pressure. The school should also hold more seminars in relation to the parenting education for teachers to learn more about family resource management and parenting leisure activities、which would enhance the emotion of family members with each other、support and create a positive work environment、give the care and allow to get the flexible processing space、build a support network、support timely teachers to participate in the examination of career advancement、and encourage teachers to participate in the field of community in order to enhance their professional capabilities and gain a sense of achievement. In addition、the researchers recommend that the Administration Department should build the cozy dormitory in a small school、provide teachers and students with free community shuttle bus,increase human resources and administrative assistance in the schools、set aside funds to create a friendly environment and create a warm campus environment、expand to handle meeting for the unmarried teachers to strengthen the mutual friendship,and encourage single teachers to participate in.
