Work-family conflict and facilitation among teachers in Israel and Switzerland

Abstract

In this paper, we examine the attitudes toward integrating work and family in a sample of 247 teachers in Switzerland and Israel. More particularly, we focus on the national context’s role in mediating the relations between professional and private spheres. The data were collected by a questionnaire implemented and administered in the two countries. The analysis reveals differences between Israeli and Swiss teachers regarding the importance of attribution to life roles and their attitudes toward conflict and facilitation. Findings suggest new insights into the consideration of cultural elements in shaping the teachers’ attitudes toward the integration of family and work.

Teacher Uneasiness and Workplace Learning in Social Sciences: Towards a Critical Inquiry from Teachers’ Voices

“…According to the information extracted from the teacher/researcher's diary, the main circumstances that determined the appearance of teacher uneasiness in our case study were not directly related either to the social consideration of the teaching profession, or to a family situation [5,17], or to the socio-cultural climate surrounding the school in which the research was carried out. Although presenting a symptomatology similar to that indicated by Esteve [27], the causes of this suffering, as indicated by the four subcategories that emerged from the data, were related to the following aspects:…”

“…One of the most interesting categories to describe the status of teachers in recent decades is that of "teacher well-being," reflecting a supposedly harmonious, rewarding, and stimulating relationship between personal aspects, including family demands [17], and the circumstances around teaching [18][19][20][21][22][23][24]. However, the experience of undesirable situations, such as job insecurity or accountability, is a compelling reason to develop research focusing on its opposite concept: teacher uneasiness.…”

The role of private and institutional support to favor work-family integration in pre-service and in-service teachers: Self-related vs. context-related arguments

“…According to Frone (2003), the relevant terms are work-to-family conflict (WFC) and family-to-work conflict (FWC). As indicated in a previous paper (Ben-Uri et al, 2022), the first occurs when work-related demands interfere with home responsibilities (for example, when work assignments occupy non-working hours and limit the person's time and space to attend to family concerns), while the second arises when family responsibilities impede work activities (for instance, when caring for a family member limits the ability to address work assignments). Findings indicate that WFC is more prevalent than FWC (Bellavia & Frone, 2005;Duxbury & Higgins, 2005) and both are associated with negative outcomes that affect individuals (Whiston & Cinamon, 2015).…”

“…In particular, we will focus on the realities of Swiss and Israeli teachers who share an interest concerning the balance of a professional career and private life, in spite of the different policies regulating their societal systems (see Watt et al, 2012). With respect to the results of a previous study (Ben-Uri et al, 2018), we are interested in considering the variety of factors influencing work-family relations, instead of looking at the differences between pre-service and in-service teachers in terms of inter-group specifications. This distinguishes the present study from previous works dealing with the issue of work-family balance.…”

The role of work-family conflict and job role identification in moderated mediating the relationship between perceived supervisor support and employee proactive behaviors

“…It is difficult for employees in this state to carry out proactive behavior. Work-family researchers encourage the understanding and exploration of ways to solve work-family imbalance among employees at the organizational and individual levels ( Yucel and Minnotte, 2017 ; Rofcanin et al, 2018 , 2020 ; Gu and Wang, 2019 ; Kalliath et al, 2020 ; Ben-Uri et al, 2021 ; Dishon-Berkovits, 2021 ).…”