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.
Highlights
As early as 1985, Greenhaus and Beutell [1] made a clear definition of work-family conflict
The decline of psychological capital level further led to the decline of life well-being, job well-being and psychological well-being among primary and secondary school teachers
We divided the two directions of work-family conflict to test the mediating role of psychological capital in the relationship between work interfering with family/family interfering with work and occupational well-being
Summary
As early as 1985, Greenhaus and Beutell [1] made a clear definition of work-family conflict. They pointed that work-family conflict was a kind of role conflict, in which the role of individuals played in the work (family) made it impossible to play effectively in the family (work), giving rise to work-family conflict [1]. With the development of the times, primary and secondary education paid more attention to “suzhi jiaoyu” [8], rather than a single traditional teaching [9]. This was a challenge for primary and secondary school teachers.
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