「部分工時工作」被視為是平衡婦女工作-家庭的策略之一。我國政府亦有意透過提倡部分工時工作來提升女性勞動參與率。在此一政策思維下，需更進一步探討，影響我國婦女選擇部分工時工作的因素為何？再者，部分工時工作是否能夠真正「促進」婦女就業？抑或是形成婦女就業的「陷阱」？ Hakim的偏好理論認為，現今婦女已經可以依據個人的自由意願選擇工作；且選擇從事部分工時工作的婦女，其偏好扮演家中照顧者的角色，對工作並無投入的熱忱。本研究發現，Hakim所稱的“home-centered”婦女，依據其所擁有的社會環境資源不同，會影響其執行個人偏好的能力，而使其工作-家庭傾向呈現異質性。且“home-centered”婦女大多並不認同傳統的家務角色，性別分工通常是在環境限制因素與父權體制下所形成。 我國現有的部分工時工作，大多缺乏工時彈性與勞動條件的平等待遇。在婦女教育程度普遍提升下，低就業品質的部分工時工作，不但無法滿足我國婦女的工作需求，亦可能使婦女落入低度就業的情形。政府應移除部分工時制度中的性別觀念，尊重勞工「個人」的工作與家庭需求，避免在性別迷思中，使部分工時工作成為女性就業的「陷阱」。 / “Part-time Job” has been seen as a solution for women to find a balance between their work and family. Government also wants to increase the labor participant rate of women by promoting them with part-time jobs. However, we need to figure out that what factors cause women to choose part-time job, and does part-time job really “improve” women’s employment or becomes an employment “trap” for them? Hakim’s “Preference Theory” refers that women could choose their works as their wills nowadays, and who choose part-time jobs prefer to play the role of “home” and lack of passion for work. This research finds out that women who Hakim called “home-centered” have heterogeneity with their work-home orientations. The ability to execute one’s preference depends on one’s possession of social resources, and “home-centered” do not identify themselves with the traditional “home role” for women. The gender division usually formed under the limitation in society and patriarchy. Most part of part-time jobs in Taiwan are inflexible in working hours and unequal labor standards. With the trend that women with higher education, the low employment quality of part-time jobs could not fulfill their expectations for work or they would get into underemployment situation. Government should remove the gender concept in promoting part-time work and consider the “personal” work-family needs to avoid part-time job becoming an employment trap for women under the myth of gender.

本研究旨在探討國小教師之工作-家庭平衡、正向情緒、組織公民行為之關係，並探究正向情緒在工作-家庭平衡與組織公民行為之間是否具有中介效果。研究採用問卷調查法，以新北市公立國小教師做為樣本母群體，採用分層隨機抽樣，抽出64所小學共計760位受試者，回收有效問卷616份，所得資料分別以描述統計、t考驗、單因子變異數分析、Pearson積差相關、迴歸分析、Sobel檢定等統計方法進行研究，根據研究結果加以分析歸納，研究結論如下： 一、新北市國小教師工作-家庭平衡屬中高程度，WFC高於FWC、FWE高於WFE。 二、新北市國小教師正向情緒屬中高程度。 三、新北市國小教師組織公民行為屬於中高程度，以OCB-I最高。 四、婚姻狀況、未滿18歲子女數、服務總年資、學歷、現任職務在WFC上有顯著差異；性別、年齡、婚姻狀況、未滿18歲子女數、服務總年資、學歷、現任職務在FWC上有顯著差異；年齡在WFE上有顯著差異；現任職務在FWE上有顯著差異。 五、學歷、現任職務在整體OCB上有顯著差異；未滿18歲子女數、現任職務在OCB-I上有顯著差異；性別、年齡、婚姻狀況、服務總年資、學歷、現任職務、學校規模在OCB-O上有顯著差異；現任職務在TASK上有顯著差異。 六、學歷在正向情緒上有顯著差異。 七、工作-家庭平衡教師在正向情緒、OCB-I、TASK、整體OCB顯著高於非平衡教師。 八、「工作-家庭增益」與正向情緒對組織公民行為具顯著相關及預測力。 九、正向情緒在「工作-家庭增益」與組織公民行為間具有部份中介效果。 最後，根據研究結果提出建議，以供學校校長、教師及後續研究之參考。 / The purpose of this study is to investigate the relationship between teachers’ work-family balance, positive emotion and organizational citizenship behavior (OCB) in elementary school. Furthermore, the mediation of positive emotions on work-family balance and OCB was examined. A survey research was conducted using a sample of elementary school teachers in New Taipei City. Data from a sample of 616 teachers within 64 schools was analyzed and processed with the methods of descriptive statistics, t-test, one-way ANOVA, Pearson correlation, multiple regression analysis and Sobel test. The major findings of this study are as follows: 1. Teachers’ work-family balance is above average and WFC higher than FWC, FWE higher than WFE. 2. Teacher’s positive emotion is above average. 3. Teacher’s OCB is above average, “OCB-I” ranks the top. 4. Five demographic variables, including marriage, children under the age of 18, total serving years, education and position show significant differences in work-to-family conflict. Seven demographic variables, such as gender, age, marriage, children under the age of 18, total serving years, education and position, show significant differences in family-to-work conflict. One demographic variable, age, shows significant differences in work-to-family enrichment. One demographic variable, position, shows significant differences in family-to-work enrichment. 5. Two demographic variables, education and position, show significant differences in OCB. Two demographic variables, including children under the age of 18 and position, show significant differences in OCB-I. Seven demographic variables, including gender, age, marriage, total serving years, education, position and school classes, show significant differences in OCB-O. One demographic variable, position, shows significant differences in TASK. 6. One demographic variable, education, show significant differences in positive emotion. 7. Teachers with work-family balance are higher at positive emotions, OCB-I, TASK, and OCB than others. 8. Work-to-family enrichment and positive emotion are positively correlated with OCB. 9. Positive emotion as a mediator of the work-family enrichment and OCB. Based on the results of the research, suggestions for school principals, teachers and future related studies are proposed.