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題名:國小女教師工作與家庭研究:女性主義觀點與沙圖象徵意涵之分析
作者:吳珍梅 引用關係
作者(外文):Wu Jen Mei
校院名稱:國立彰化師範大學
系所名稱:輔導與諮商系
指導教授:何長珠
學位類別:博士
出版日期:2003
主題關鍵詞:國小女教師工作與家庭女性主義觀點沙圖象徵意涵FEMALE ELEMENTARY SCHOOL TEACHERSWORK AND FAMILYFEMINIST PERSPECTIVESSANDWORLDSYMBOLIC MEANING
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(4) 博士論文(1) 專書(0) 專書論文(1)
  • 排除自我引用排除自我引用:4
  • 共同引用共同引用:0
  • 點閱點閱:76
本研究係以國小女教師為研究對象,探討其工作與家庭互動經驗。研究方法採用質性研究法,以沙圖創作及深度訪談來蒐集資料,並以女性主義觀點與沙圖象徵意涵來進行分析。研究發現與結論如下:
1.從外在可計量的時間流程與內在主觀的時間意識,男女均活在不同的時
間世界裡,彰顯出雙方在家庭責任與學校工作發展模式的不平衡。
2.女教師的生命形象係以母職為基礎的專業生涯,親子同校的場域讓女
教師陷入性別結構的挑戰;至於家庭對學校的影響則是在短暫、可掌控
的範圍內。
3.教職有助於提昇親子管教技巧,且不限於女教師,男教師亦有此正向經
驗;而身為父母的經驗,也讓他們更能同理家長。
4.女教師會運用自我與社群之連結,建立起同儕間非關乎權力運作的關
係;校園提供了不同母職角色的典範,擴大母職角色的可能性;以及女
教師認同教師身份,規劃工作與家庭共同發展的模式。
5.沙圖的象徵意涵上:方形與圓形的空間擺設詮釋著工作與家庭經驗的差
異,橋樑道路的連結架構出工作與家庭的並行發展,向日葵與松樹表達
了女教師的主體意義,男性人物的位置反映出家庭中的父職角色與婚姻
關係,人物間的群集性代表女教師重連結關係。
研究者並針對前述的研究結果與討論,提出對現職教師、心理諮商師、教育行政機關以及未來研究之相關建議。
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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