2020年伊始，新冠疫情的到来令人猝不及防，对学生的学习生活造成严重影响。“停课不停学”政策的出台，使得中小学教师的工作场所由学校转至家庭，网络成为教师的主要授课平台。这是教育史上一次大的变革，也为中小学教师协调工作任务和家庭责任带来了巨大的挑战。如何帮助教师在线上教学期间处理工作家庭冲突、提高工作胜任力、减少工作满意度低的负面影响，从而促进家师关系的高质量发展已经成为疫情形势下一个重要的社会问题。本研究基于资源保护理论，构建了一个链式中介模型，主要目的在于探究教师胜任力和教师工作满意度在中小学教师工作家庭冲突对家师关系影响中的机制与条件。

本研究共对1127名中小学教师的有效问卷进行了包括描述统计、方差分析、相关分析、AMOS中介效应检验等多种统计方法在内的数据处理，考察与中小学教师相关的四个变量的现状及其关系。本研究的主要结论如下：

（1）在中小学教师的家庭干涉工作冲突上，男教师及育有两个子女及以上的教师有最高程度的冲突；在教师胜任力上，女教师和班主任教师的表现更胜一筹；在教师工作满意度上，性别、婚姻状况、子女个数、是否担任班主任和教龄五个分组上均不存在显著差异；在家师关系上，已婚育有一个子女的教师、担任班主任的教师以及具有30年及以上教龄的教师，家师关系最好。

（2）中小学教师家庭干涉工作冲突、教师胜任力、教师工作满意度、家师关系四个变量之间的相关均达到显著性水平。其中家庭干涉工作冲突与各变量呈显著负相关，教师胜任力、教师工作满意度和家师关系三个变量之间呈显著正相关。

（3）教师家庭干涉工作冲突能够通过教师胜任力和教师工作满意度的中介效应对家师关系产生影响，且该中介效应包含了三条路径：教师胜任力的单独中介效应，教师工作满意度的单独中介效应以及教师胜任力→教师工作满意度的链式中介效应。

Early in 2020, the COVID-19 epidemic hit, which have a strong impact on students' study and life. The workplace of teachers has shifted from school to home, and teachers deliver their lessons online.How to help teachers deal with work-family conflicts during the epidemic period, improve teachers' professional ability, and cultivate harmonious family-teacher relationship are important issues under the current background. This study constructed the chain mediation model, mainly explores work-family conflict mechanism of the impact of relationship between primary and secondary school teachers parents, teachers and conditions, this study constructed the chain of intermediary model mainly want to discuss the primary and secondary school teachers, work family conflict family relationships influence mechanism and conditions, competence and job satisfaction are selected this study intermediary variable.

This study deals with the valid questionnaires of 1127 primary and secondary school teachers. Conclusions are as follows：

(1) In the family interference conflict of primary and secondary school teachers, male teachers and teachers with two children have the highest degree of conflict;In teacher competency, Female teachers and head teachers are better;On teacher job satisfaction, There were no significant differences.In terms of the relationship between teachers at home, the teachers who are married with one child, the teachers who serve as homeroom teachers and the teachers who have 30 years or more teaching experience have the best relationship with teachers at home.

(2) The correlation among the four variables of primary and secondary school teachers' family interference in job conflict, teachers' competence, teachers' job satisfaction, and family-teacher relationship all reached a significant level. There was a significant negative correlation between family-work conflict and each variable, the remaining three variables showed significant positive correlations.

teachers both family intervention work conflicts through the competence and the mediation effect of job satisfaction relationship between family division, and the mediation effect includes three paths: teachers' competency of intermediary effect alone, separate mediation effect of job satisfaction and teacher competency - chain mediation effect of job satisfaction.