婚姻暴力在台灣是具有歷史性且普遍的社會問題，但是卻直到家庭暴力防治法（1998.6.24）通過才成為稍受重視的公共論述與行動。在台灣婚姻暴力防治教育的推展過程中，教育體系雖被視為專業整合服務中的要角，卻常困惑於介入婚暴家庭時自身的角色與處遇焦點的模糊。缺乏共識，並不代表無能或失能；沒有明確行動，也不表示冷漠或無動於衷。本研究顯示：教師表示婚姻與婚姻暴力意象需要價值澄清，因為意象影響了婚姻暴力處遇的立場。
本研究的目的主要為：一、探討教師婚姻與婚姻暴力的意象；二、探討教師處理婚姻暴力的經驗、專業知能與需求。研究係以適合的設計針對研究目的，採質性與量性方法分為兩階段進行。第一階段為問卷調查，分層隨機抽樣共計幼稚園、國小、國中教師1262位（回收997份，回收率80﹪）。第二階段深度訪談，立意取樣共計6位教師。經過適切的資料分析，本研究的教師認為：
一、法律的介入，是在促進婚姻中的平等與自由意願，不是在於綁住或終止婚姻；也應是重視婚姻中的權利，勝於規範責任。
二、婚姻非人生之必要；但對育有子女者則個人在追求幸福時應顧及子女的權利。
三、應透過教育協助婚姻伴侶共同成長，並應顧全家族和諧、負起婚姻的社會責任。
四、對婚姻暴力的處遇，傾向於以「家務事，難介入」的立場來詮釋，認為校內行政協助的被動與保守作風，是處遇經驗所感受到的最大侷限。
五、教師自認專業能力不足，資源網絡城鄉差異太大；寄望在服務專業在分工之外，更應深思合作的意義。
六、唯有以基礎教育的課程規劃並透過社區形式來推動，才能以教育改變不當的婚姻暴力意象。
七、對婚姻暴力的界定，傾向於以「是加害人侵害他人的自主權利」之立場來詮釋。
八、對婚姻暴力家庭傾向於以負向、同情的意象來詮釋，但是在因應時並不悲觀以待，而是傾向於教育可以協助暴力行為的改變，且改變的結果是可預期的。
九、認為婚暴家庭的問題是來自性別不平等，對婚姻暴力行為的分析與詮釋，傾向後天學習的歸因。
根據上述主要發現，本研究進行婚姻意象與婚姻意象兩部分的討論，探究台灣社會中教師對於此議題的意象與其影響，並針對華人社會中對於婚姻中的求和特性與暴力特性加以論證。研究發現由婚姻暴力意象進行批判性思考的價值澄清是防治教育的起點，也是目前處遇團隊漸呈只有分工而無合作窘境的解套途徑。研究最後則針對此一在地性的探索性研究提出檢討與批判，同時提出未來研究的建言。

In Taiwan, marital violence is a prevalent social problem with a long history. However, only until the law of family violence prevention (FVPL, 1998.6.24) passed did it receive emphasis and action from the public and the professional community. In the process of promoting the prevention of marital violence education in Taiwan, although the educational system is playing a major role in providing professional integrated services, many educators are somewhat confused about what specific measures to advocate. They are also confused about their own role when intervening in marital violent families. The lack of consensus doesn’t imply inability or loss of ability; not taking any definite action doesn’t mean indifference or emotionless. This study showed the process of how educators’ image of marriage is mediated during the treatment of marital violence from time to time. It also suggests that the educators’ images of marriage and marital violence need to be immediately clarified.
The purposes of this study were to: (1) understand and analyze the image of marriage and of marital violence among educators; (2) explore educators’ experience, professional ability and needs in treating marital violence.
The design of this study sought to achieve both qualitative and quantitative purposes, and is divided into two stages. The first stage is a sample survey, which randomly sampled 1,262 educators from kindergartens, elementary schools, and junior high schools. Of all the questionnaires sent out, 997 (80%) completed ones were collected and analyzed. The second stage consisted of survey interviews. 6 educators were purposefully selected and interviewed.
After data analysis, the major findings of this study are as follows:
1.Legal intervention is intended to promote equality and free will in a marriage, but not to bind or terminate marriage. We should put more emphasis on the rights in marriage rather than regulations and responsibilities.
2.Marriage is not a necessity in life. But for those who have children should safeguard their children’s rights while pursuing their own personal well-being.
3.Educators should help couples grow together through education. Couples should keep their families harmonious and take on the social responsibilities of marriage.
4.Educators tend to take the do-not-meddle-with-others’-family-affair position when encountering marital violence. They think that the administrative interference from the school and the conservative style of the school are two limitations in treating marital violence.
5.Educators don’t have enough professional competencies. There is a great gap in the resource network between urban and rural areas. It is anticipated that instead of the present professional division, professional workers need to embrace cooperation.
6.The inappropriate images of marital violence can be changed through the planning in basic education and promoting community’s efforts.
7.Educators tend to define marital violence as "violence behavior is abuser who harmed others’ rights."
8.Educators tend to interpret marital violence with negative and sympathetic images, but they are not pessimistic when dealing with it. They tend to think that education can help change violent behavior, and that positive results of the change can be anticipated.
9.Educators think that the problems of violent families base on the gender inequality. As to the analysis and interpretation of marital violent behavior, they tend to explain it as a learned behavior.
According to the above major findings, this study has discussed the image of marriage and marital violence, explored the Taiwan educators’ image of the above subjects and its influences, and researched the characteristics of peace-making and violence in the Chinese society. Clarifying certain values in the image of marital violence is the starting point of prevention education. It is also the solution to the present situation-only professional division without cooperation. Finally, the local studies on this topic were discussed and criticized and suggestions for future studies were provided.

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