Understudied school teachers’ work/life balance and everyday life typologies

Silva, Jefferson Peixoto da; Fischer, Frida Marina

doi:10.1080/07420528.2020.1808010

Cited by 10 publications

(8 citation statements)

References 5 publications

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“…Regarding work–family balance in the teleworking context, our results show that 86% of teachers with low mental health scores indicated that their family and personal lives were more affected during the COVID-19 pandemic than before it began. This factor causes the greatest risk increase in presenting low mental health in this study (OR: 3.996; p < 0.001), results that coincide with reports about the impact telework has on the work–family balance from teachers, especially in female workers [ 55 , 56 ]. However, the findings of this study indicate that QoL was affected in both genders in its physical and mental summary components.…”

Section: Discussionsupporting

confidence: 90%

“…Work overload during COVID-19 confinement could affect the work–family balance in this study, as demonstrated by reports from a Chinese national general population survey or in Japanese nursing schools [ 62 , 63 ]. Therefore, since work–family balance impact and work overload are stressors, they affect workers’ QoL, especially their mental health [ 56 , 57 ].…”

Section: Discussionmentioning

confidence: 99%

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Teacher Teleworking during the COVID-19 Pandemic: Association between Work Hours, Work–Family Balance and Quality of Life

Lizana

Vega-Fernadez

2021

IJERPH

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Background: Teachers worldwide had to reinvent their work routine according to teleworking during the COVID-19 pandemic, a work format that negatively impacts individuals’ physical and mental health. This study evaluates the association between work hours, work–family balance and quality of life (QoL) among teachers during the Chilean health emergency of the COVID-19 pandemic. Teachers from across Chile were contacted via email and social media to answer an online survey. QoL was evaluated via the SF-36 questionnaire, work hours and work–family balance in the pandemic. A total of 336 teachers from across Chile participated in this study. Teachers had a low QoL score, associated with age (p < 0.05). Teachers who were ≤44 showed lower deterioration risks in the Physical Component Summary (OR: 0.54) than the ≥45-year-old age group; simultaneously, the younger group (≤44 years) had a greater risk (OR: 2.46) of deterioration in the Mental Component Summary than teachers over 45 years. A total of 78.7% of teachers reported having increased their work hours during the COVID-19 pandemic due to teleworking and 86% indicated negative effects on their work–family balance. Pandemic work hours and negative work–family balance increase the risk of reducing the Mental Component Summary (OR: 1.902; OR: 3.996, respectively). Teachers presented low median QoL scores, especially in the Mental Component Summary, suggesting that it would be beneficial to promote a better workload distribution for teachers in emergency contexts, considering the adverse effects of teleworking.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionmentioning

confidence: 99%

Teacher Teleworking during the COVID-19 Pandemic: Association between Work Hours, Work–Family Balance and Quality of Life

Lizana

Vega-Fernadez

2021

IJERPH

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“…Reconciling work and family and being satisfied with one's life thus remain a compelling challenge to teachers [1]. The concept of satisfaction linked to different life domains has been commonly conceptualized as life satisfaction, defined as a global assessment of a person's quality of life according to their chosen criteria [26], and has been extensively studied in the educational sector [27].…”

Section: Italian Schoolteachersmentioning

confidence: 99%

“…The work-family interface is potentially an important issue for every worker, including those working in the educational sector [1]. A few decades ago, the US Department of Labor [2] suggested that a successful balance between work and family domains would become a major issue relative to the workforce and for organizations in attracting and retaining high-potential workers.…”

Section: Introductionmentioning

confidence: 99%

“…Building consistently with Grywacz and Carlson on this scenario [4], we examined the associations between some job-related (i.e., job control, coworkers support, supervisor support, and workload) and family-related (i.e., family support and family workload) antecedents on the one hand, and life satisfaction on the other, including WFB as a mediating variable, on a sample of Italian school teachers sampled during the 2020 COVID-19 pandemic. In conducting this examination, this study contributes to the literature by shedding more light on the role of WFB as a mediator on the differential predictive role of several job-related and family-related antecedents with respect to life satisfaction, particularly with reference to an occupational group that has usually been overlooked in work-family studies [1], i.e., schoolteachers.…”

Section: Introductionmentioning

confidence: 99%

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The Association of Job and Family Resources and Demands with Life Satisfaction through Work–Family Balance: A Longitudinal Study among Italian Schoolteachers during the COVID-19 Pandemic

Landolfi

Barattucci

Rosa

et al. 2021

Behavioral Sciences

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Successfully balancing between work and family domains represents a major issue to both employees and employers, especially during COVID-19 pandemic times during which employees are often forced to work from a distance and turn to home-schooling. An occupational group particularly affected by work changes due to COVID-19 pandemic restrictions is represented by schoolteachers. We aimed at examining the associations between some job-related and family-related antecedents on the one hand and, on the other, life satisfaction as an outcome, including work–family balance as a mediator. A total of 357 Italian teachers completed a questionnaire at two different times: job control, coworkers support, supervisor support, workload, family support, and family workload were assessed at Time 1; and work–family balance and life satisfaction were assessed at Time 2. Both data collections were performed during the COVID-19 pandemic. The hypothesized direct and indirect relationships were tested by utilizing structural equation modeling. Significant and positive indirect effects of focal predictors towards life satisfaction through work–family balance were found for job control, supervisor support, and family support. The paper contributed to the literature by testing Grzywacz and Carlson’s theoretical conceptualization of work–family balance and by attempting to delineate its repertoire of potential antecedents among schoolteachers. From a practical point of view, the present study emphasizes the crucial role that certain job antecedents and family antecedents play in promoting teachers’ work–family balance and life satisfaction.

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The impact of work-life balance and work overload on teacher’s organizational commitment: do Job Engagement and Perceived Organizational support matter

2022

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Understudied school teachers’ work/life balance and everyday life typologies

Cited by 10 publications

References 5 publications

Teacher Teleworking during the COVID-19 Pandemic: Association between Work Hours, Work–Family Balance and Quality of Life

Teacher Teleworking during the COVID-19 Pandemic: Association between Work Hours, Work–Family Balance and Quality of Life

The Association of Job and Family Resources and Demands with Life Satisfaction through Work–Family Balance: A Longitudinal Study among Italian Schoolteachers during the COVID-19 Pandemic

The impact of work-life balance and work overload on teacher’s organizational commitment: do Job Engagement and Perceived Organizational support matter

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