Working parent friendly schools: the role of school instrumental support in work–family conflict

Ryan, Ann Marie; Huth, Megan; Massman, Adam J.; Westring, Alyssa J.; Bannan, Ryan; D'Mello, Susan

doi:10.1080/13668803.2012.735482

Cited by 8 publications

(2 citation statements)

References 69 publications

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“…Regarding support from the state, the analysis showed that employees should carefully decide whether to use them since the findings indicate that they tend to intensify perceptions of WIF, while simultaneously exerting no significant effects on FIW. The findings are consistent with Ryan et al (2012), who highlight that state child-care services, in terms of availability and accessibility (and quality), may affect perceived WFC. In the Italian context, daily operating hours for child-care centres are short and inflexible, annual schedules include very long summer and winter breaks (i.e.…”

Section: Discussionsupporting

confidence: 88%

The impact of different supports on work-family conflict

Ferri

Pedrini

Riva

2018

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Purpose The purpose of this paper is to explore whether and how the actual use of supports available from the state, organisations and families helps workers reduce perceived work–family conflict (WFC), explored from both works interfering with family (WIF) and family interfering with work (FIW) perspectives. Design/methodology/approach The study is based on a survey of 2,029 employees at six large Italian firms. To test hypotheses, a hierarchical regression analysis was performed. Findings WFC should be explored considering its bi-directionality, as supports have different impacts on WIF and FIW. Workplace instrumental support elicits mixed effects on WFC, whereas workplace emotional support and familiar support reduce both FIW and WIF. Research limitations/implications The study is limited to the Italian national context, and data were collected in a single moment of time, which did not allow for observing changes in employees’ lives. Practical implications Human resource managers, as well as policy makers, will find this study’s results useful in designing effective work–life balance policies and supports, in which attention is devoted mainly to promoting workplace emotional supports and facilitating familiar support. Social implications The study highlights that by reducing pressures from work and family responsibilities that generate WFC conditions, organisational and familiar supports elicit different effects, which should be considered carefully when defining policies and interventions. Originality/value This study is one of the few that compare the role of supports provided by actors in different sectors on FIW and WIF, thereby allowing for an understanding of whether the bi-directionality of the conflicts is a relevant perspective.

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Section: Discussionsupporting

confidence: 88%

The impact of different supports on work-family conflict

Ferri

Pedrini

Riva

2018

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“…In the same vein, Grant and Ray (2019) start from a culturally responsive family engagement approach that includes practices that respect and acknowledge the cultural uniqueness, life experiences and views of students' families, basing such relationship on mutual trust. Similarly, Ryan et al (2013), state that not only would teachers have to show greater acceptance and attention to family members' opinions but they should also offer more accessible schedules to attend parents as well to allow them to use school resources during nonschool hours.…”

Section: Discussionmentioning

confidence: 99%

Teacher Perception About the Families’ Participation at School – Factors Predicting Participation

et al. 2023

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This study aims to analyze teachers’ perception about families’ participation at school. Also, it is intended to know what factors are those that predict this type of participation. For that purpose, it was selected a sample composed of 347 teachers from the Pre-Primary, Primary and Secondary Education stages belonging to both public and private schools in Gran Canaria (Spain) with an average of 19.8 years of professional experience. It was used a 28 like Likert items with values between 1-6 with a total ordinal alpha of the scale of 0.95. Four factors were measured on this scale: opening school to the community, school’s social prestige, closeness and personal treat towards families and students and families’ participation in the school decision-making. As a result, significant differences were found among these factors depending on the teaching staff’s age, the years of teaching experience, the type of school and the educational stage. Significant differences were also found depending on whether the teaching staff had held management positions as well as in relation to the degree of teachers’ participation at schools. On the other hand, it was carried out a hierarchical multiple regression analysis that explains the variables that predict families’ educational participation at schools. These predictive variables are the following ones: the age of the teaching staff, if this latter promotes cultural activities, being a member of the management team, a greater degree of teacher’s participation at school, whether parents’ association organizes activities at school and whether the teaching staff has got a good perception about the level of families’ participation at schools.

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