本研究目的在於探討已婚國小女性教師在職進修的動機，面臨工作、家庭、學業三角色的衝突、增益及平衡之歷程，以及後續採取因應策略的結果，進而給予後進的職家學老師，或正在職家學挑戰中的老師，一些建議及參考。
本研究採用質性研究，能深入了解已婚國小女性教師在職進修的動機、在職進修的助力與阻力，並探究職家學衝突、增益的歷程及平衡策略。本研究訪談七位已取得碩士學位的已婚國小女性教師，回顧其在職進修的動機、職家學的角色與經驗及職家學的平衡策略。研究者使用主題分析法，將訪談資料文本命名為主題、次主題與子題，並由協同研究員、研究參與者及研究者共同參與分析，以提升研究信實度。
最後根據研究結果，可以得知研究參與者的在職進修動機主為要自我增能(增進經濟能力、增進學識與專業、實現理想)及外界氛圍(來自周圍的鼓勵、受他人影響)。平衡策略主要為找到自己最重要的資源與支持、相信自己與堅持、角色任務適度的彈性調整、排出重要性的優先順序、適時的喊卡與給自己退路。給予準備或正在在職進修的老師建議主要為事先評估客觀條件與資源(檢視自己家庭資源、工作資源、學習資源、社會資源的支持度、進修學校交通往返是否便利、上課時間是否能具有彈性、身心條件是否健康、自我信念是否強韌)。

The purpose of the study was to explore the conflict, gain and balance of the married female primary school teachers faced while dealing with work, family and study as well as the result of countermeasures taken subsequently, thereby providing suggestions and references for junior teachers committed to work, family and study or teachers who were facing challenges at work, family and study.
Carried out in the form of qualitative research, the study could go deep into the motivation, favorable and unfavorable factors for the on-the-job education of married female primary school teachers while also explore the conflicts and gains they encountered at work, family and study as well as the strategies adopted to balance them. Seven married female primary school teachers with master’s degree were interviewed to review their motivations for on-the-job education, roles played while involved in work, family and study and experience as well as the strategies taken to balance them. Based on the Thematic Analysis Approach, the researcher named the interview transcripts as theme, sub-theme and sub-topic, which were accompanied by the participation and analysis of co-researchers, research participants and researcher to strengthen the reliability of the study.
According to the research result, it was learned that the main motivation for the on-the-job education of participants was to enhance their own ability (increasing economic capacity, knowledge and expertise as well as realizing dreams) and respond to external driving forces (encouraged by surrounding people or influenced by others). In terms of strategies to balance, it mainly involved finding the most important resources and supports, believing in themselves, appropriately flexible adjustment of tasks to be accomplished in a role, prioritizing importance, stopping as appropriate and having exit plans. The recommendations given to teachers who were preparing or studying on the job was to assess objective conditions and resources in advance (checking the supports from family resources, work resources, study resources and social resources, whether the transportation to and from the refresher school was convenient, whether the class hours were flexible, whether they were under good conditions both physically and mentally as well as whether they were with firm beliefs).

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