This research aimed to examine the effects of daily work–family conflict and work–family enrichment on daily positive and negative affect levels of employees during the first phases of the COVID-19 pandemic in Turkey. The multilevel structure of the research design makes this study original. 730 day-level data were collected from 146 respondents during five consecutive workdays. One week later, a larger survey was delivered for assessing the person-level variables. The results indicated that both forms of work–family conflict significantly decreased positive affect and increased negative affect. Both types of work–family enrichment significantly increased positive affect; but only daily work to family enrichment significantly decreased daily negative affect. Findings also revealed that positive affect levels of respondents increase while negative affect levels decrease with time. On the days employees worked from distance, lower levels of positive and negative affect were experienced.

In this research, the perceptions of job insecurity and organizational citizenship behaviors of middle school teachers working in public and private schools were determined. It was revealed whether or not these perceptions differed according to school type, and if job insecurity had a significant effect on organizational citizenship behavior. Relational search model was used in the research, and job insecurity and organizational citizenship behavior scales were used to determine teachers' perceptions. Descriptive statistics, arithmetic mean, standard deviation, t-test and multiple regression analysis were used to measure relationships between variables. According to the research findings, the level of job insecurity of middle school teachers working in public and private schools was low and the level of organizational citizenship behavior was high. Teachers' perceptions of job insecurity and organizational citizenship behaviors differed according to school type. Teachers working in public schools tend to have more job insecurity, but exhibit less organizational citizenship behaviors than teachers working in private schools. In addition, according to the results of multiple regression analysis, it was found that teachers who work in private schools have a negative relationship between qualitative job insecurity perceptions and organizational citizenship behaviors. On the other hand, there was a negative correlation between quantitative job insecurity perceptions and organizational citizenship behaviors of teachers working in public schools.

Purpose-Work life areas, which expresses the working conditions of teachers, also includes teachers' perceptions about workload, values, community, control, reward and fairness in the work environment. The purpose of the study is to investigate whether the workload, values and community dimensions of the work life areas are effective on the occupational coping self efficacy of teachers in public schools. Methodology-The study is a relational screening model and the sample of the research consists of 208 teachers working in public schools in the 2019-2020 academic year. In order to measure the work life area dimensions, the 16-item work life area scale developed by Masluk et al. (2008), but only three dimensions, was used in our study. One-dimensional occupational coping self-efficacy perception scale developed by Rigotti et al. (2008) was used to measure the perception of occupational coping self-efficacy. Findings-Teachers' workload and community to the school affect their occupational coping self-efficacy perceptions positively and significantly. However, the degree of similarity between teachers' values and values of school does not affect their perception of occupationa l coping self-efficacy. Conclusion-In the face of the increasing workloads of teachers, teachers feel more competent as they complete the tasks given to them, a nd their self-efficacy perceptions increase. Similarly, as teachers' perception of belonging increases, their beliefs that they can do the jobs given to them increase and their self-efficacy perception increases.

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