Abstract
Objectives With nontraditional family types increasing, this study aims to derive elementary school teachers’ perception types of family structure and function and to analyze the characteristics of each type.
 Methods In order to achieve this purpose, Q methodology was applied to this study. Q-samples representing perception of family structure and function was selected from 481 statements obtained through open questionaires and literature review, and Q-sort was conducted with the Q-samples to derive P-samples’ perception types of family structure and function.
 Results The result of this study are as follows. There were four types of elementary school teachers’ perception in family structure: Open minded type-opens up various possibilities in both the scope of family members and the method of distributing power within the family, Mixed type-aims for a nuclear family based on marriage or blood ties in which equal power distribution is achieved, Conservative type-emphasizes family solidarity through blood and marriage, Extended type-accepts the family form that has varied by social changes and recognizes objects as family even not human. And three types of elementary school teachers’ perception in family function: Affection exchange type which is more interested in internal functions based on affection exchange within the family, Growth support type which values solving family problems, children’s education and their socialization. Last, Saving system type which pursues members to perform their respective roles for maintenance of family and society.
 Conclusions Through this study, the unique characteristics of each perception type in family structure and function were confirmed, and it was suggested that elementary school teachers need support to form their inclusive family concept.
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