摘要
本研究旨在探究已婚國小女性教師在面臨工作、家事分工、教養子女和進修四方面所產生的角色衝突與壓力調適策略。研究對象為嘉義市曾經或現在是已婚國小在職進修女性教師，共六位。研究方法為半結構的深度訪談，採現象學分析法進行分析。以下為研究結果與結論： 一、已婚國小女性教師在職進修角色衝突的原因：分身乏術、追著時間跑、歲月不饒人、下屬難為、欠缺溝通、觀念的差異。 二、已婚國小女性教師在職進修角色衝突的類型：上司刁難、生活步調緊湊、家事擺一邊、休息時間減少、先生分擔少、長輩的壓力、心有餘而力不足、情緒管控差、要求孩子獨立、無暇管教、角色行為打折扣、身體負擔大、犧牲娛樂時間、親子時間減少、晚歸。 三、已婚國小女性教師在職進修的壓力調適策略：降低期待、時間管理、找情緒出口、家人的支持、調整親子相處方式、善用輔具、吸收他人經驗、選擇進修時機、縮短修業年限、尋找進修動機、選課分配、教授的體諒、符合他人期待、心態上的調整、健康自我管理、逃避。 最後根據研究結果，提出具體建議。 關鍵詞：國小女性教師、在職進修、角色衝突、壓力調適
並列摘要
This study aimed to explore the role conflicts and the adaptation strategies of the married elementary school female teachers, caused by work, housework, child-rearing and education. The subjects were six married elementary school female teachers who was or is now studying for retraining in Chiayi City. The research method was the semi-structured in-depth interview analyzing by using the phenomenological analysis method. The findings and conclusions are as follows: 1. Many reasons will cause the role conflicts of the married elementary school female teachers studying for retraining, such as multitasking, not enough time, aging, the stress from the boss, lacking communication and the differences on the concepts. 2.There are many types of the role conflicts of the married elementary female school teachers studying for retraining, such as the barrier from the senior official, a fast-paced life, disinterest of doing housework, the reduction of rest time, sharing few responsibilities for housework by the husband, the stress from the elders, feeling overstretched, bad emotion management, asking the children be independent, few time to educate the children, low standard, physical burden, few time of the entertainment, less family activity, returning late, etc. 3. To list the adaptation strategies of the married elementary school female teachers studying for retraining, such as less anticipation, time management, venting emotions, the family support, adjusting the way of getting along with children, alternative method, learning the experiences of others, selecting the appropriate time to study for retraining, spending less time to graduate, finding learning motivation, appropriate course allocation, understanding of the professor, meeting the expectations of others, adjusting the mentality, self-management of the health, evading the problems, etc. Finally, according to the research results, the researcher makes the suggestions. Key words: married elementary female teacher, in-service education , role conflict, stress adaptation