Abstract
The study aims to empirically test the moderation effect of transformational leadership characteristic on the relationship between work-family conflict and professional commitment among school teachers. A cross-sectional study was conducted among 752 teachers currently working in private schools from selected districts in Tamil Nadu, India. Purposive sampling technique is used, and data were collected using a questionnaire. The moderating effect of transformational leadership behavior is examined using hierarchical regression analysis. Grounded with the conservation of resource theory (COR) and transformational leadership theory, the results supported the negative impact of work-family conflict on the professional commitment of teachers. Further, the moderation effect of transformational leadership found to reverse the negative relationship between work-family conflict and professional commitment. Thus, the transformational leadership behavior of leaders (head/principal) was found to foster the professional commitment of teachers. This study is focused only on the dimensions of transformational characteristics on the relationship between work-family conflict and professional commitment of teachers. Also, it would be constructive to examine other mediating or moderating impacts of variables such as peer support, job satisfaction, which can also have a significant impact. Further, the outcome variable related to the perspective of students can also be researched.
Highlights
Teaching as a profession is considered to be blend with emotional demands as it requires continuous interaction with all its stakeholders, including students, parents, management, and peers (Cobbold & Asamani, 2015)
Grounded with the conservation of resource theory (COR) and transformational leadership theory, the results supported the negative impact of work-family conflict on the professional commitment of teachers
The moderation effect of transformational leadership found to reverse the negative relationship between work-family conflict and professional commitment
Summary
Teaching as a profession is considered to be blend with emotional demands as it requires continuous interaction with all its stakeholders, including students, parents, management, and peers (Cobbold & Asamani, 2015). Consistent with the conservation of resource theory (Hobfoll, 1989), prolonged stress in the form of work-family conflict leads to adverse effects on job- and healthrelated outcomes. As a job-related outcome within the teaching profession, it leads to job dissatisfaction, reduced performance, lack of confidence, absenteeism, and turnover intention (Burke & Greenglass, 1989; Schwab, Jackson, & Schuler, 1986). Taking into consideration the work-family literature in the context of teaching, a few major findings can be obtained. Previous literature among teachers has rarely addressed the effect of work-family conflict towards the commitment to profession (Crosswell & Elliott, 2004).
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