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论文编号：	1360
作者编号：	2004018
上传时间：	2010/4/16 10:23:56
中文题目：	中国高校教师工作—家庭冲突研究
英文题目：	Work-family conflict Causes Outcomes College teachers
指导老师：	谢晋宇
中文关键字：	工作—家庭冲突 影响因素 后果变量 高校教师
英文关键字：	Work-family conflict Causes Outcomes College teachers
中文摘要：	在工作—家庭关系领域中，一个倍受关注的焦点问题是工作—家庭冲突。本研究在分析和总结前人研究的基础上，构建了一个工作—家庭冲突的整合模式，并用实证的方法对高校教师工作—家庭冲突的维度、影响因素及其产生的后果进行探讨，对工作—家庭冲突的整合模式进行了验证；在对部分高校教师进行深度访谈之后，结合实证研究结果，分别从政府、组织和个人三个方面提出了降低高校教师工作—家庭冲突的应对策略。 在工作—家庭冲突整合模式框架下，实证研究主要从以下几个方面展开： 1. 工作—家庭冲突的维度。在中国，工作—家庭冲突是否可以进行维度划分？是否可以借鉴学者们在维度划分上的研究成果？这些研究成果能否得到中国样本数据的实证检验？ 2. 工作—家庭冲突的影响因素。在文献研究和访谈的基础上，开展问卷调查，挖掘高校教师工作—家庭冲突的影响因素，并且进一步检验基于西方样本得出的工作领域变量主要影响工作干涉家庭；家庭领域变量主要影响家庭干涉工作的结论在中国高校教师群体中是否依然成立。 3. 工作—家庭冲突产生的后果。重点解决两个问题：(1) 工作—家庭冲突产生的后果主要体现在哪些方面？(2) 本研究选择哪些结果变量作为研究变量？它们之间的关系如何？ 本研究以高校教师为研究对象，选取天津市七所高校作为研究样本。这些高校中既有秉承“允公允能，日新月异”校训，融文化底蕴和时代精神为一体的综合类重点名校南开大学，又有牢记北洋遗训，传承百年历史风骨的理工类重点名校天津大学；既有财经名人辈出的天津财经大学，又有培养未来商贾名流的天津商学院，更有铭刻西方文明和中国历史遗痕的天津外国语学院；既有理工科专业性院校天津理工大学，又有综合性师范类名校天津师范大学。可以认为，本研究选取的样本浓缩了中国高校的各个层级和各个门类，基本能够客观反映高校教师的整体状况。研究者将采集到的七所高校中的550位教师的信息，采用层级多元回归和二元方差分析等方法进行数据处理，对研究假设和整合的工作—家庭冲突模型进行了实证检验，得出了一些有意义的研究结论： 1. 工作—家庭冲突的维度和影响因素方面的结论： (1) 存在工作—家庭冲突，并且能够区分开工作—家庭冲突的两个方向。在严重程度上，工作干涉家庭显著高于家庭干涉工作； (2) 工作领域变量主要影响工作干涉家庭，家庭领域变量主要影响家庭干涉工作，部分控制变量也对工作—家庭冲突产生影响； (3) 两种性别在工作—家庭冲突的体验上存在部分差异：男性工作时间越长，工作干涉家庭程度越高，而女性工作时间对工作干涉家庭没有直接影响，是通过工作超负荷间接影响的；男性的工作超负荷高于女性，女性的家庭超负荷高于男性；男性体验到的家庭干涉工作程度显著高于女性。 2. 工作—家庭冲突结果方面的结论： (1) 工作—家庭冲突与倦怠正相关； (2) 工作干涉家庭与工作绩效、组织承诺和职业承诺正相关，与家庭绩效和家庭满意度无关； (3) 家庭干涉工作与家庭满意度负相关，与组织承诺和职业承诺正相关，与工作绩效和家庭绩效无关。 在实证检验工作—家庭冲突影响因素和后果变量的同时，本研究还将实证结果与以往研究结论进行了比较分析，其目的有二：一是为了检验基于西方文化制度情境得出结论的中国样本适用性；二是为下一步探索中国文化背景下高校教师工作—家庭冲突应对策略打下坚实基础。 工作—家庭冲突并非静态的现象，而是持续进行的动态过程。基于较大样本的问卷调查，虽然可以反映更为共性和普遍的规律，但也可能因此而忽视了典型样本所能反映的更为深层次和更为细致化的个性化问题。因此，本研究在应对策略部分同时采用质性研究的方法，通过部分教师的深度访谈，作为对定量实证研究的补充，以揭示实证研究所不能反映的问题。 深度访谈得出以下结论：工作—家庭冲突是高校教师面临的重要问题，很多人因为面临多重角色（父母、儿女和教师）的需求而感到倦怠和罪恶感（这与本研究的实证研究结果完全一致）。很多人调低了自己的职业生涯和生活方式的期望，并且谋取其他人（家人、保姆和家庭教师）的帮助。很少有人与组织讨论降低工作—家庭冲突的措施。 基于实证研究结果和访谈得出的结论，本研究从政府、组织和个人三个方面，探讨了降低高校教师工作—家庭冲突的策略和方法，提出了实现工作—家庭平衡的思路。 政府方面。政府主管部门应该借鉴其它国家和地区的成功经验，审视现有政策的缺陷，建立可操作的立法和公共政策支持系统。一是教育部门制定政策时应该充分考虑教师面临的压力，政策制定应充分体现人文关怀的色彩；二是各级政府部门应下大力量在公民的思想文化建设方面，努力构建诚信、和谐、人与人之间关系融洽的良好社会环境。 组织方面。工作—家庭冲突研究表明，工作需求、工作相关的压力和紧张主要影响工作干涉家庭，家庭责任和压力主要影响家庭干涉工作。这个结论提示我们，高校组织应该尝试降低教师由于竞争需求而感受到的压力水平，关注减少与工作相关的压力，如降低教师工作量负荷；在学期设置上，把教学时间和科研时间分开；在工作安排上，推行“工作分享”。此外，高等院校应积极采取“家庭友好”政策，培养工作—家庭文化。 个人方面。教师个人应该加强自我保健意识，有意识地防范和应对冲突。个人可以直接采取一些行动或者通过寻求与同事的合作、上司和下属的帮助、家人的支持、保姆或计时工的使用等促使工作—家庭冲突环境因素发生变化。这些直接行动包括：果断放弃未尽琐事；改变视角，关注目标；合理规划时间；设计关键路径、建立有效系统，使工作“模块化”。教师还可以通过乐观的思维或认知方式来控制自己的知觉，从而减少工作—家庭冲突的影响。 最后，研究者还将组织干预策略单独列出，探讨了具体实施的办法，力求为高校组织提供可操作性的建议。 应该看到，信息化、网络化的迅猛发展，使全球商业和世界范围的工作已经不是什么新鲜事情，远程办公、把工作带回家等新的工作方式会使很多职业的工作特征更加类似于高校教师职业。因此，该研究不仅会对缓解高校教师的工作—家庭冲突有促进作用，对其他类似人群也将有重要参考价值，对建设社会主义和谐社会有重要意义。
英文摘要：	In the field of work-family relations, one focus is work-family conflict. Based on previous research, the paper sets up a work-family conflict integration model and discusses the dimensions, causes and outcomes of work-family conflict through statistical method in the example of college teachers. Then the research tests the work-family conflict integration model by interviewing some college teachers. The author tries to propose some suggestions to lower work-family conflict from the perspective of government, organization and individual. Under the work-family conflict integration model, the statistical research is displayed as followed: 1. Work-family conflict dimensions. In China, can work-family conflict be divided into several dimensions? Can previous research in work-family conflict dimensions be used for reference? Can previous researches be tested by samples collected among the Chinese? 2. Cause of work-family conflict. Based on literature review and interview, the research uses questionnaire to find out the cause of work-family conflict and tries to test the effect of work field variables on work and the interfere with the family life in the western countries and the effect of family field variables on family life and the interfere with work in the samples among the Chinese.. 3. Work-family conflict outcomes. This part is mainly involved in two questions :( 1) the distribution of work-family conflict outcomes. (2) The independent variables in this research and their relations. 4. The strategy to decrease work-family conflict. This part tries to analyze the influence of organization and individual strategies on work-family conflict, at the same time, some suggestions are provided to relieve and solve work-family conflict for the government, the universities and teachers themselves. The research is targeted on college teachers, and we got the samples from Tianjin University, Nankai University, Tianjin University of Finance & Economics, Tianjin University of Commerce, Tianjin Normal University, Tianjin University of Technology, and Tianjin Foreign Studies University, in which there are both important universities and general universities, both multiversity and colleges; both science and engineering universities and social science universities, so the sample has a high representative. The sample size is 550, and the researchers uses dual variance analysis and hierarchical multiple regression analysis to process the data, and test the hypotheses and gets some important research conclusions. 1. Conclusions on Work-family conflict dimensions (1)Work family conflict does exist, and there are two different directions in the conflict. The critical level of WIF is significantly higher than that of FIW. (2) Work field variables have effect on WIF and family field variables have effect on FIW. Some control variables also can affect work-family conflict. (3) There is significant gender difference in work-family conflict. The longer the working time is, the higher WIF level is in male sample. There is no significant direct effect of work time on WIF in female sample, which is influenced indirectly through work load. The work load of the male is higher than that of the female, and the family load of the female is higher than that of the male. The FIW level of the male is significantly higher than that of the female. 2. Conclusions on work-family conflict outcomes (1) Work-family conflict can be caused by tiredness and sickness of work. (2) WIF has positive relations with work performance, organization commitment and profession commitment, but has no connections with family performance and family satisfaction. (3) FIW has negative relations with family satisfaction, and has positive relations with organization commitment and profession commitment, but has no relations with work performance and family performance. When examining the cause of work-family conflict and outcomes, the research also has some contrast analysis with pervious research in order to test the generalization of research results in western sample and explore the strategies of work-family conflict under Chinese cultural background. Work-family conflict is a dynamic process instead of static phenomenon. The questionnaire based on a large sample can show the general rules, but it is easy to neglect some special content in further level that can be reflected by typical sample. Therefore, the research uses qualitative research as the supplement of quantitative research when discussing the strategy of work-family conflict. Through interviews on some college teachers, the author tries to reveal some unsolved problems by quantitative research. The author has made the conclusions through interview as followed: Work-family conflict is a very important problem for college teachers, many of whom face several roles (mother or father, son or daughter and teacher) requirement and feel tired and guilty (it is coincident with our statistical research results) Many teachers lower their expectation on career and life, and try to get help from others (family members, housekeeper or baby-sitter ). Few teachers would like to discuss how to decrease the work-family conflict with organizations. Based on theory and empirical research, the paper discusses the strategies to decrease work-family conflict from the perspective of government, organization and individual. At last, some suggestions are given to balance work and family. From government perspective, the higher education system should get reference from successful experience in other countries and areas, gazes at current shortcomings and set up practical legal and public supporting system. First, the education divisions should concern the pressure of school teachers when formulating polices. Second, the government should focus on the aspects of thinking and culture development, and try to set up honest, harmonious, consent social environment. From the organization perspective, work-family conflict research has shown, work need, work pressure mainly affect WIF, and family responsibly and pressure mainly affect FIW. The universities should try to lower the pressure of teachers because of competition, such as to decrease the work load, to divide teaching and researching in term of semester arrangement, to carry out work sharing plan in term of work arrangement. Furthermore, universities should promote “family friendly” polices and practice, and develop a work-family culture. From the individual perspective, teachers should pay more attention to self protection and try to guard against conflict. They can take some actions and try to get cooperation from the colleagues and get help from supers or subordinates, and get support from family, family servant and occasional workers to promote the change of some factors in work-family conflict. The direct actions conclude: to give up trifles, to change critical path, set up efficient system and promote work modeling. Teachers can also control their perception through optimistic thinking to decrease work-family conflict. At last, the researcher has listed organization interference strategies separately and proposed practical suggestions for the organizations. We should realize the development of information technology and network, so global business and work around the work is so common that the new working ways such as distant work and work in family will lead to similar characteristics of other profession as teachers. So the research will not only decrease work-family conflict in college teachers group, but is also valuable to other concerned group and very important to build up a harmonious society.
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