Teachers' Occupation‐Specific Work‐Family Conflict

Abstract

To expand work‐family conflict (WFC) research to specific occupations, this study investigated how work and family generic and occupation‐specific stressors and support variables related to family interfering with work (F → W) and work interfering with family (W → F) among 230 Israeli high school teachers. Further expanding WFC research, the authors assessed WFC effects on burnout and vigor. Results indicated that W → F conflict was related to generic variables and more so to distinctive teaching characteristics (e.g., investment in student behavior and parent‐teacher relations). Both W → F and F → W predicted burnout, whereas only F → W predicted vigor. Implications for WFC research and occupational health programs are discussed.

Burnout and Wellbeing: Testing the Copenhagen Burnout Inventory in New Zealand Teachers

“…Supporting this, several studies have shown high levels of stress and burnout experienced by teachers (see e.g., Cunningham 1983;Kyriacou 1987Kyriacou , 2001Kyriacou and Sutcliffe 1977;Salo 1995;Seidman and Zager 1991). Teacher burnout was found to be influenced by such variables as job satisfaction (Kantas and Vassilaki 1997), poor working conditions and time pressures (Abel and Sewell 1999), work-family conflicts (Cinamon et al 2007), and school type and amount of time worked (Bauer et al 2007). Studies have also shown that burnout is higher among teachers who perceived their job as highly demanding and low in control (Santavirta et al 2007), and for urban compared with rural school teachers (Abel and Sewell 1999).…”

Caring as a salutogenic aspect in teachers' lives

“…Although some research has been published from a salutogenic perspective, there is still a need for research focusing on resources instead of risk factors within the area of work life balance (Barnett & Hyde, 2001;Frone, 2003;Gatrell, Burnett, Cooper, & Sparrow, 2013;Parasuraman & Greenhaus, 2002;€ Ozbilgin, Beauregard, Tatli, & Bell, 2011). When reviewing research on the work-life balance of teachers, the picture remains the same: the focus has been on a pathogenic perspective (Bragger, Rodriguez-Srednicki, Kutcher, Indovino, & Rosner, 2005;Cinamon & Rich, 2005;Cinamon et al, 2007;Cooke & Rousseach, 1984;Netemeyer, Boles, & McMurrian, 1996). Consequently, there is a need for a further understanding of salutogenic aspects in the lives of teachers so they can be promoted.…”

“…Gu & Day, 2007;Klassen et al, 2012) and to buoyancy (e.g. Cinamon, Rich, & Westman, 2007;Grenville-Cleave & Boniwell, 2012;Parker & Martin, 2009). This research provides a way of understanding what enables teachers to persist in the face of challenges (Beltman, Mansfield, & Price, 2011) and can be seen as a process that occurs in the context of personeenvironment interaction (Egeland, Carlson, & Sroufe, 1993).…”

Differential Effect of Inter-Role Conflict on Proactive Individual’s Experience of Burnout

“…Such outcomes include depression (Frone et al 1992), heavy alcohol abuse (Frone et al 1996), and psychological distress (Little et al 2007); increased turnover intentions (Boyar et al 2003;Netemeyer et al 1996), absenteeism (Goff et al 1990), and burnout (Burke 1989;Burke and Greenglass 2001;Cinamon et al 2007;Peeters et al 2005); as well as lower family satisfaction (Beutell and Wittig-Berman 1999), job satisfaction (Netemeyer et al 1996), and life satisfaction (Adams et al 1996).…”