本研究主要目的有三：(一)探討未婚女教師在單身壓力、單身壓力因應以及單身生活滿意三者間的關係。(二)分析不同年齡階段的未婚女教師在單身壓力、單身壓力因應、單身生活滿意上的差異。(三)深入了解未婚女教師對於單身生活的看法。
根據上述研究目的，研究者以台北縣市十九所中、小學的單身女教師為研究對象，其中25歲以下：54人，26-28歲：107人，29-31歲：61人，32歲以上：48人，測量她們在「未婚女教師單身壓力量表」、「未婚女教師單身壓力因應量表」及「未婚女教師單身生活滿意量表」上的得分。資料回收後，以「皮爾遜積差相關」、「典型相關分析」及「單因子變異數分析」等統計法進行各項分析與考驗。另外，研究者對四位單身女教師進行訪談，並對訪談逐字稿進行內容分析。
本研究結果如下：
(一)未婚女教師的單身壓力與單身壓力因應之間呈正相關；單身壓力與生活滿意之間呈負相關；而單身壓力因應與單身生活滿意之間也有相關存在，其中單身壓力因應量表的「消極反應」與單身生活滿意量表的「對人際關係的滿意」、「對工作的滿意」、「情緒穩定的狀態」等呈負相關；而單身壓力因應量表的「尋求協助」與單身生活滿意量表的「對工作的滿意」呈正相關。
(二)1.未婚女教師的單身壓力與單身壓力因應之間有典型相關存在。在這兩組變項中，主要是以「來自個人的壓力」透過其典型因素，與「消極反應」有較高的相關。
2.未婚女將師的單身壓力與單身生活滿意之間有典型相關存在。在這兩組變項中，主要是以「來自個人的壓力」透過其典型因素，與「情緒穩定的狀態」有較高的相關。
3.未婚女教師的單身壓力因應與單身生活滿意之間有典型相關存在。在這兩組變項中，主要是：以「消極反應」透過第一典型因素，與「情緒穩定的狀態」有較密切的關係；以「認知重建」透過第二典型因素，與「對工作的滿意」有較高的相關；以「尋求協助」透過第三典型因素，與「對人際關係的滿意」的關係較密切。
4.未婚女教師的單身壓力、單身壓力因應與單身生活滿意之間有典型相關存在。在這兩組變項中，主要是：以「消極反應」透過第一典型因素，與「情緒穩定的狀態」有較高的相關；以「認知重建」透過第二典型因素，與「對工作的滿意」有較密切的關係；以「積極反應」透過第三典型因素，與「對自我的滿意」的關係較密切。
(三)不同年齡階段的未婚女教師在單身壓力上的得分有差異存在。29-31歲及32歲以上的未婚女教師所感受到的壓力，要比25歲以下及26-28歲的未婚女教師所感受到的壓力大。換言之，女性的單身壓力是會隨著年齡增長而增加的。而不同年齡階段的未婚女教師，在單身壓力因應和單身生活滿意上的得分，則無差異。
(四)1.未婚女教師在生活上普遍感受到單身壓力的存在。單身壓力的來源包括有：父母、親友、同事、已婚者、社會等。未婚女教師單身壓力的因應多元化：可透過消極逃避、積極解決問題或認知調適等方式，來減輕單身壓力。但未婚女教師多採消極方式，不夠積極。整體而言，未婚女教師對生活大致感到滿意：對自我及工作感到滿意；休閒生活方面，則稍嫌規畫不足；與友人交往狀況良好；但單身生活所經驗到的困擾及不便，仍然會影響其情緒穩定度。
2.未婚女教師對於婚姻的看法多少受到父母相處之道及婚姻狀況的影響。不過，即使父母婚姻品質不良，未婚女教師多半仍肯定婚姻的價值。理想的婚姻模式是：夫妻互相扶持，彼此間仍留有各自發展的空間，並學習成長。至於擇偶條件，包括有：學歷、經濟基礎、外型、個性、年齡、涵養等。其要求傳達了一個傳統觀念：男尊女卑，男大女小。然而，這些擇偶標準並非絕對的，一旦遇到合適的人，標準就不再是那麼重要。
3.未婚女教師至今未婚的原因，各有不同。共同點是沒有合適的對象。其他還包括了：沒時間結識異性；未對婚姻做好準備。最後，研究者分別針對本研究結果與未來研究兩方面提出建議。

The purposes of this study were: (1)to investigate th relation between the single stress, stress coping, and life satisfaction of unmarried female teachers; (2) to analyze the differences between the single stress, stress coping, and life satisfaction of unmarried female teachers form different ages; (3) to understand and analyze the life of unmarried female teachers.
The subjects of this study were selected from nineteen elementary or junior high schools in Taipei city/county. Among them, 54 subjects were under the age 25; 107 were between 26-28; 61 were among 29-31; 48 were above the age 32. There instruments used to collect the data were "Unmarried Female Teachers' Single Srtess Scale, " "Unmarried Female Teachers' Coping Scale" and "Unmarried Female Teachers' Life Satisfaction Scale." The data obtained were analyzed by Pearson Product-moment Correlation, one-way ANOVA, and Canonical Correlation Analysis, Also, the researcher interviewed four unmarried female teachers, and analyzed the contents obtained form the transcript of the interviews.
The major findings were as follows:
1.There was a positive correlation between unmarried female teachers' single stress and their coping. There was a negative correlation between unmarried female teachers' single stress and their life satisfaction. Also, there was a correlation between unmarried female teachers' coping and their life satisfaction.
2. There was a canonical correlation between unmarried female teachers' single stress and their coping; single stress and life satisfaction; coping and life satisfction; single stress, coping and life satisfacton.
3. The levels of single stress felt by unmarried female teachers of different ages were not the same. Those who were older than 29 felt greater stress than those who were younger than 28 did.
4.(1) Generally speaking, unmarried female teaches felt single stress in their daily life. The stress came from parents, relations of friends, colleagues, couples, and the wohle society, The ways of coping used by unmarried female teachers to reduce stresses were of variety, for example, avoiding, solving problem directly, or cognition reorganization. On the whole, unmarried were satisfied with their life.
(2) Unmarried female teachers' viewpoint of marriage was influenced by their parents' marriage more or less. But, their attitudes toward marriage were largely positive. The ideal model about marriage was that the couple accompanied and helped each other, and each had room to develop and to learn to grow. The criteria to choose the future husband showed a traditional notion men had to better than women in almost every aspect. However, these criteria did not seem so important if the women met the right person.
(3) The reasons why each female teacher remained single might not be the same. But there was a common reason for them: they did not find the right man. Other reasons included: no time to get acquaintance with men, not ready for being married, and personality.
Considering the major findings, suggestions for the single females, the government, counseling institutions, and future research were given.