Abstract
Junior high school teachers play an essential role in education. How to relieve the worries of teachers, that is, the pressure they face in the fields of work and family, has increasingly become an urgent problem. Based on the COR theory, this study aims to investigate the effects of two types of work/family conflicts (i.e., work-family conflict and family-work conflict) on teachers’ job and life satisfaction. We adopted a handy sample method and collected a total of 560 junior high school teachers data. The results confirmed that both work-family and family-work conflicts are not significantly related to junior high school teachers’ job satisfaction and life satisfaction directly. However, both work-family and family-work conflicts have significantly negatively influence on junior high school teachers’ job satisfaction and life satisfaction via psychological capital and emotional exhaustion. Our findings provide new suggestions on how to alleviate the conflicts between work and family faced by teachers and further improve their satisfaction about work and family.
Highlights
Education is one of the cornerstones of human development (Hofman, 2015; Madsen, 2020), and teachers, as a key pillar of the teaching process, have a very important impact on student achievement and school quality (Scheopner, 2010; Greaves and Sibieta, 2019; Motegi and Oikawa, 2019; Pozo-Rico and Sandoval, 2020)
Based on the conservation of resource theory (COR) theory, this study aims to investigate the effects of two types of work/family conflicts on teachers’ job and life satisfaction
The results from 560 of junior high school teachers data collected by online survey confirmed that both workfamily and family-work conflicts are not significantly related to junior high school teachers’ job satisfaction and life satisfaction directly
Summary
Education is one of the cornerstones of human development (Hofman, 2015; Madsen, 2020), and teachers, as a key pillar of the teaching process, have a very important impact on student achievement and school quality (Scheopner, 2010; Greaves and Sibieta, 2019; Motegi and Oikawa, 2019; Pozo-Rico and Sandoval, 2020). Their mental health have been paid much attention by researchers (Chirico, 2016; Zinsser et al, 2016; Shami et al, 2017). Studies have shown that junior high school teachers are facing with higher level of work/family conflict (Tanoi et al, 2012; Hu et al, 2016; Sorensen et al, 2017; Asriani, 2018), which may negatively affect their mental health (Hu et al, 2016; Ahmad and Islam, 2019; Bai et al, 2021) and further influence the quality of what they teach their students (Lane, 2012; Cuypers, 2017; Gu and Wang, 2021)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
