The Effect of Work-Family Conflict on Occupational Well-Being Among Primary and Secondary School Teachers: The Mediating Role of Psychological Capital

Abstract

In this study, 223 primary and secondary school teachers in Shandong province were selected to examine the effect of work-family conflict on occupational well-being, using the questionnaire of work-family conflict, occupational well-being and psychological capital as measuring instruments. We further explored the mediating role of psychological capital between work-family conflict and occupational well-being. The obtained data were analyzed using SPSS20.0, AMOS16.0 and M-plus 7.0. Results revealed that (1) Work-family conflict was negatively correlated with the occupational well-being and psychological capital of primary and secondary school teachers, and negatively predicted occupational well-being and psychological capital of primary and secondary school teachers; (2) Psychological capital had a significant positive correlation with the occupational well-being of primary and secondary school teachers, and significantly predicted the occupational well-being of primary and secondary school teachers; (3) Psychological capital of primary and secondary school teachers played a mediating role in work-family conflict and occupational well-being.

Work Family Conflict and Job Satisfaction of Middle School Teachers: A Test Based on a Dual Mediation Model

“…The same research also happened in the field of education, where scholars analyzed the different salary requests of teachers at different career stages, and came to basically the same conclusion after summing-up. Some scholars have used the theory of resource conservation and found that the work-family conflict of junior middle school teachers will have a significant negative impact on their job satisfaction [12], other scholars conducted field investigations on over 200 primary and secondary school teachers in Shandong Province, and based on the analysis results, concluded that there is a negative correlation between work family conflict and the professional happiness of primary and secondary school teachers [13]. In addition, using resource conservation theory and social exchange theory to study primary and secondary school teachers, we can also get basically the same conclusion: the work-family conflict between primary and secondary school teachers will greatly reduce their job satisfaction, and further directly increase the turnover tendency of teachers [14].…”

“…This conclusion is basically the same as the results obtained by other scholars using different methods. [13][14][15][16]. For secondary school teachers, the limited energy in a day inevitably results in a situation where family and work cannot be combined.…”

“…When the time and energy that should be spent on family is distracted from work, family will be neglected, and if this happens in the long run, it will inevitably cause conflicts with family members, and the occurrence of conflicts will hinder the smooth progress of work and affect job performance, and at this time, the job satisfaction of secondary school teachers will decrease [12]. In today's society, life is fast-paced, and middle-aged people are faced with the current situation of having an old family and a young family, and inevitably, when their work ability does not match their work results, teachers will inevitably feel a sense of loss and discrepancy, and under this circumstance, if the salary treatment is difficult to meet their expected requirement value, teachers will have doubts about their work and seriously affect their job satisfaction [13].…”

Online experimental research on the psychological capital development of new venture entrepreneur under the COVID-19 pneumonia epidemic

“…Firstly, from the macro environment, protecting the property safety of new venture entrepreneurs and providing financial support and tax relief can release their pressure; Secondly, entrepreneurs’ hope, resilience, optimism, and self-efficacy can be improved through psychological capital development ( Zhang et al, 2012 ). Studies on non-new venture entrepreneurs show that psychological capital is a positive psychological factor ( Zhou et al, 2021 ), and psychological capital development can bring positive psychological changes ( Da et al, 2020 ), promote positive behavioral responses ( Stratman and Youssef-Morgan, 2019 ), and improve the performance of individuals and organizations ( Carter and Youssef-Morgan, 2019 ). However, existing research on psychological capital development mainly focuses on groups easier to gather, such as students and corporate employees.…”

Enhancing psychological well-being of school teachers in India: role of energy management, thriving, and stress

“…Although the study is based in the Indian context, it can be helpful to any other country for two reasons, as indicated by the literature. First, school teachers may experience poor psychological well-being due to factors that may be applicable anywhere in the world like workfamily conflict (Zhou et al, 2021), life and work circumstances (Jelińska and Paradowski, 2021) and challenges of the teaching occupation (Fenwick, 1998;Grenville-Cleave and Boniwell, 2012). Second, teachers strongly influence their students by virtue of their profession.…”