臺灣國小女性教師休閒運動參與動機與阻礙之研究-以新竹縣某國小為例

Abstract

在現今快節奏且高壓的社會中，休閒運動日益成為人們提升身心健康、紓解壓力的重要途徑。然而，已婚女性教師需在職場與家庭之間扮演多重角色，其角色衝突與職家衝突的挑戰，常使得她們在生活中難以騰出時間參與休閒運動。特別是兼任行政職務的女性教師，面對繁重的教學、行政責任及家庭需求，其參與休閒運動的動機與阻礙因素更顯得複雜。因此，本研究旨在探討臺灣女性國小教師參與休閒運動的參與動機與參與阻礙因素，並聚焦於已婚且兼任行政職務的女性教師群體。研究採用現象學方法，透過深度訪談五位符合條件的國小女性教師，深入了解其生活脈絡與內心想法，以揭示她們在角色衝突下的休閒運動參與經驗及面臨的挑戰。研究顯示，女性教師參與休閒運動的動機主要來自於個人內在與外部支持兩方面：內在動機包括促進身體健康、調整身材、愉悅心情及整理工作思緒；外部支持則來自他人建議的鼓勵，包含家人、同事及專業人士。另一方面，阻礙因素可歸納為人際性與結構性阻礙。人際性阻礙涵蓋女性教師角色間的衝突，例如教職工作的壓力、母職的照護責任，以及媳婦角色中的孝道義務；結構性阻礙則包括天氣、運動環境等外在條件限制。為了克服這些阻礙，受訪教師建議可透過創辦校內運動社群、提供舒適且完善的運動環境，或參與社區團體運動課程等方式，改善參與條件。適切的支持機制與運動環境優化不僅能減輕阻礙，更能提升女性教師參與休閒運動的意願與頻率。此外，本研究根據研究結果提供以下建議，包括教師應提升健康意識、合理安排時間並主動尋求運動機會；教育機構則應創造運動友善環境、調整工作安排並提供更多支援，幫助教師有效平衡多重角色壓力。同時，建議未來研究可擴展至不同職務類型，比較角色壓力與職場經驗的異同對於休閒運動參與有何影響，並結合質性與量化方法深化分析，全面探索其參與休閒運動的現況、動機與阻礙，進一步提出具體且實證基礎的政策建議。In today's fast-paced and high-pressure society, recreational sports have increasingly become a vital means for individuals to enhance their physical and mental well-being while alleviating stress. However, married female teachers often find themselves juggling multiple roles between their professional responsibilities and family obligations. The challenges of role conflict and work-family conflict frequently hinder their ability to find time for recreational sports. This situation is particularly pronounced for female teachers who also hold administrative positions, as they contend with substantial teaching loads, administrative duties, and family demands, complicating their motivations and barriers to engaging in recreational sports.Consequently, this study aims to explore the motivations and barriers faced by married female elementary school teachers in Taiwan, particularly those in administrative roles, regarding their participation in recreational sports. The research employs a phenomenological approach, conducting in-depth interviews with five qualified female elementary school teachers to gain a deeper understanding of their life contexts and inner thoughts, thereby revealing their experiences and challenges in participating in recreational sports amidst role conflicts.Research indicated that the motivations for female teachers to engage in recreational sports primarily arise from two key factors: intrinsic motivation and external support. Intrinsic motivations encompass the desire to promote physical health, improve body shape, enhance mood, and organize work-related thoughts. In contrast, external support was derived from encouragement and suggestions from others, including family members, colleagues, and professionals. Conversely, hindering factors could be classified into interpersonal and structural obstacles. Interpersonal obstacles involved conflicts arising from the multiple roles of female teachers, such as the demands of teaching, caregiving responsibilities associated with motherhood, and filial obligations as daughters-in-law. Structural obstacles, on the other hand, pertain to external conditions, such as adversed weather and the availability of suitable sports environments. To overcome these barriers, the interviewed teachers suggested improving participation conditions by establishing on-campus sports communities, providing comfortable and well-equipped sports facilities, and encouraging participation in community group exercise classes. Implementing appropriate support mechanisms and optimizing sports environments could not only alleviate obstacles but also enhance female teachers' willingness to participate in recreational sports and increase the frequency of their involvement. Additionally, this study presented several recommendations. First, teachers should enhance their health awareness, manage their time effectively, and actively seek opportunities for exercise. Educational institutions should foster a sports-friendly environment, adjust work arrangements, and provide additional support to help teachers balance the pressures of their multiple roles effectively. Furthermore, it is recommended that future research expand to include various types of positions, such as homeroom teachers and subject teachers, to compare the similarities and differences in role pressure, workplace experiences, and their impact on participation in recreational sports. Moreover, employing a combination of qualitative and quantitative methods for in-depth analysis can comprehensively explore the current status, motivations, and barriers to participation in recreational sports, ultimately leading to specific, evidence-based policy recommendations.