Married Female Teachers Research Articles

Pengaruh Dukungan Sosial terhadap Work Family Conflict pada Guru yang Sudah Menikah

This study aims to investigate how social support impacts work-family conflict among married teachers in Alas District, Sumbawa Regency. The research adopts a quantitative approach with a correlational design. The study's population comprised all married female teachers working at the junior/senior high school level in Alas District, Sumbawa Regency, totaling 97 individuals. The sampling method employed was total sampling, resulting in a total sample size of 97 participants. Findings indicated a significant relationship between social support and work-family conflict among married female teachers in Alas District, with a significance level of Sig. 0.000 < 0.05. Social support was found to contribute 40.9% to work-family conflict, while 59.1% was influenced by other variables.

The Predictive Ability of Marital distress in Emotional Divorce among married teachers in Karak Governorate

The study aimed to identify the predictive ability of marital distress in emotional divorce among married teachers in Karak governorate. In order to achieve the study objectives, sample that consisted of (268) married teachers, two scales were also developed and applied (marital distress scale and emotional divorce scale), and their psychometric properties were verified. The results indicated that the level of marital distress and emotional divorce for the sample was moderate and collectively explains the contribution of (78%) of the variation in emotional divorce. As for the contribution of each dimension of marital distress in emotional divorce, the contribution of emotional relationships was (74.3%), while the contribution of the communication and interaction revealed (2.8%), and finally the contribution of the cognitive structure reached (0.09%). The results also found that married female teachers don't differ in marital distress and emotional divorce according to the variables of the number of years of marriage and educational level. The study included a number of recommendations, including holding courses and counseling programs for married and prospective married to develop their awareness to alleviate marital distress and to reduce emotional divorce.

Implementasi Work-Life Balance pada Guru Perempuan yang Telah Menikah

This study aims to explain the implementation of work-life balance in married female teachers and to describe the factors that affect work-life balance in married female teachers. This study uses a qualitative method with a phenomenological approach. The subjects of this study are married female teachers who teach and hold positions in the madrasah organization at MAS PP Ad-Dhiya’ Meranti, with a total of three teachers, consisting of two senior teachers and one junior teacher with less than three years of work experience. Based on the data analysis and final findings of this study, the researcher has concluded that the work-life balance experienced by married female teachers at MAS PP Ad-Dhiya’ Meranti, where they acted as participants in this study, viewed from the WIPL dimension, married female teachers at MAS PP Ad-Dhiya’ Meranti are still not able to perfectly manage their personal and work lives. The personal lives of married female teachers at MAS PP Ad-Dhiya’ Meranti do not significantly disrupt their ability to work and have a career. The job as a teacher and holding an important position at work can improve the quality of their personal lives, both financially and in terms of personal life, married female teachers at MAS PP Ad-Dhiya’ Meranti can improve the quality of their work. The factors that affect the work-life balance of married female teachers are family support, especially from their husbands, and gratitude.

Public Funding, Private Work Outcomes: Multiple Job Holding among U.S. K–12 Public School Teachers

Reporting suggests that declining salaries cause high multiple job holding (MJH) among full-time public school teachers in the United States. Studies investigating this relationship assume an individual teacher, neglecting the effects of family characteristics on work behavior. This article examines K–12 public school teachers’ employment patterns for March and July from 2011 to 2019 to test the associations of state-level teacher salaries and familial roles with MJH. In March and July, a teacher’s familial role correlates with MJH in a pattern consistent with persistent work-family divisions: Male teachers, single or married with children, are the most likely to hold another job, and married female teachers with children are the least. These differences increase during the summer break. State-level salaries correlate with MJH only in July. Single male teachers exhibit greater sensitivity to salary changes. This article demonstrates how family characteristics, occupational schedules, and salaries interact and influence MJH.

Perceptions of Married Female Teachers Regarding the Impact of Job on their Family Life

The impact of job on the family life of married female teachers was the title of the research. The purpose of this study was to explore the impact of the job on the family life of married female teachers and to describe the perceptions of family members regarding married female jobs. The entire primary school teacher constituted the population for the study. A sample of 100 married female teachers from 34 schools was randomly selected for this study. A quantitative research design was used for which a five-point Likert-type rating scale consisting of 12 items was designed. Data was collected from the married female primary school teachers. Percentage was used as a statistical tool for analysis of the collected data. Based on the findings, it was concluded that half of the female teachers feel that they face problems in getting permission to teach. The majority of female teachers feel that the distance of school from home also lowered their job satisfaction level. Most of the participants believed teaching jobs cause differences among their husbands. Most of the female teachers were that they had enough time for their husbands.

Mental Health of Primary and Secondary School Teachers in the Remote Mountain Areas.

Background and objective: Teaching is widely recognized as a highly stressful profession. Job stress leads to emotional exhaustion, which in turn triggers teacher attrition. The cost is estimated as USD 2.2 billion annually for teacher dropouts. It is therefore important to understand the mental state of teachers and the factors that may influence it in order to provide the appropriate early intervention. In the past, more attention has been paid to the mental status of teachers in economically developed cities, but less research has been conducted in remote cities. In this study, we selected primary and secondary school teachers in a typical area to assess their mental health, thereby contributing to the development of effective mental health education programs for teachers in primary and secondary schools. Materials and methods: In this study, 1102 teachers from a typical city in Ningxia Province, characterized by remote mountain areas, minority communities, and a low economic level, participated. The mental status of the teachers was assessed by a Symptom Checklist-90 (SCL-90). The effects of gender, age, level of education, place of work, and marital status on the total SCL-90 score were recorded and compared. The subscale scores of the SCL-90 and the differences among the respondents with various characteristics were analyzed. Results: In total, 1025 data were valid and used for statistical analysis. The effective rate of this study was 93.01%. The analysis showed that 25.17% of the subjects had possible mental problems. There were significant differences in age and marital status (p < 0.001). The score of teachers less than 30 years old was lower than that of other teachers (p = 0.001 vs. 30-39; p < 0.001 vs. 40-49; p < 0.001 vs. ≥50). The no-marriage teachers had the lowest score than the married group or others (p < 0.001 vs. married; p < 0.05 vs. others). Compared to the norm, teachers' mental status was poor, especially in somatization (p < 0.001), obsessive-compulsive symptoms (p < 0.001), depression (p < 0.001), anxiety (p < 0.001), hostility (p < 0.001), phobic anxiety (p < 0.001), and psychosis (p < 0.001). There were gender differences in obsessive-compulsive symptoms (p < 0.05) and depression (p < 0.05). Conclusions: These data indicate that the mental status of these teachers is not optimistic, and married female teachers aged 40-55 years need to be given more attention. Mental health examinations can be incorporated into daily physical examination items to facilitate the timely detection and early intervention of negative emotions.

Work-Life Balance of Married Female Teachers During Pandemic in the Philippines: A Qualitative Metaphorical Analysis

Work-life balance is a cycle of one's life experiences which means satisfaction with work, family, and self. The study explored the self-representation of married female teachers with their work-life balance in Philippine public schools during pandemics through qualitative research using metaphorical analysis. The participants' metaphors of their work-life balance were identified in the interview, such as being like a drained cellphone, melting candle, strong and big tree, spider, COVID-19 vaccine, and season. Also, several studies revealed that they juggle multiple roles during pre-pandemic. Hence, their experiences in terms of work-life balance have advantages and disadvantages during the pandemic, which may worsen or lighten the current roles they have. Thus, it is recommended to raise more awareness of women's work-life balance in their organizations or agencies. Also, strengthening Republic Act 9710 in the workplace is highly recommended.

Developing a model of marital adjustment based on self-compassion, marital intimacy and job satisfaction in married female teachers

Objective: The present study aimed to evaluate the marital adjustment model based on the factors of marital intimacy, self-compassion and job satisfaction. The research design was a correlation of component-based structural equation modeling. Method: The statistical population was all married female teachers of high schools in Khorramabad city in 2021 -2022. The sampling method was a multi-stage cluster sampling in which 100 married female teachers responded to the scales of Dyadic Adjustment Scale (DAS), Marital Intimacy Scale (MIS), Self-Compassion Scale (SCS), and Minnesota Satisfaction Questionnaire (MSQ). In order to analyze the data, SPSS 23 software was used for descriptive statistics, and PLS software was used to evaluate the model's fit. Results: The research findings showed that the model has a high fit and that the predictive power of the model is appropriate. Among the variables, marital intimacy, with a factor loading of 0.68, has the greatest impact on marital adjustment, and the variables of self-compassion and job satisfaction, with factor loadings of 0.165 and 0.160, are in the second and third positions, respectively. Conclusion: The results showed that self-learning variables marital intimacy and job satisfaction positively and significantly affect marital adjustment.

Positive Psychology-Based Intervention for Enhancing Happiness and Well-being in Working Mothers: A Randomized Controlled Trial

With the changing social environment, working mothers have become the role of more and more women, but the dual pressure of professional and family roles has brought them a balance dilemma. This study takes married female teachers in a vocational college in Harbin as the respondents and explores their job satisfaction, family satisfaction and emotional experience through empirical analysis, with a view to providing useful curriculum design and development for improving the subjective well-being of working mothers. At the same time, this study also shows that improving the subjective well-being of working mothers requires the joint efforts of all parties, including the support and assistance of family members, workplace units and society as a whole. Therefore, in order to achieve a win-win situation for both working mothers and family happiness, a favorable social environment needs to be established so that women can receive adequate support and recognition in the workplace and at home.

Impact of work life balance on enrichment and wellbeing: Empirical study of married female teachers of higher education

Work life balance has become the most challenging issue in the education sector after the COVID-19 pandemic. It is becoming difficult for the female teachers to maintain a balance between personal and professional lives, which disturbs their enrichment and wellbeing. The literature review of the current study has endured many studies related to work life balance, enrichment and wellbeing of the female teachers working in the higher education with special reference to Haryana region. The endeavor of this study is to discover the work life balance impact on the wellbeing and enrichment of female teachers working in higher education. To investigate the ground of enrichment &amp; wellbeing and work life balance of female teachers, both qualitative and quantitative mode of research has been used to collect the data. Structured questionnaire has been used to collect the data from 79 respondents from the Haryana region. The data is analyzed through regression and correlation model. It is concluded from the study that significant female teachers agree that work life has the positive impact on enrichment and wellbeing.

Female teachers’ double burden during the pandemic: overcoming challenges and dilemma between career and family

The coronavirus disease 2019 (Covid-19) challenged educators, especially female teachers, as they shouldered the double burden of being both teachers and spouses. This study articulates the online teaching experiences of Indonesian women that work as elementary school teachers. Moreover, the study explores strategies implemented by these teachers to overcome this career-family dichotomy. Carried out in Indonesia’s East Java province, this descriptive mixed method study surveyed 347 married female teachers, 212 of which have school-aged children. Results showed that home-based online teaching created additional burdens for female teacher and they experienced workload resulting from this dual role, further emphasized by the expectation of domestic duties that are primarily enforced on women. Several strategies, including time management, involving their husbands in domestic chores — that strengthened their social support —, and simultaneously teaching their own children along with their students, were implemented. Therefore, couple’s negotiations regarding role division are needed to achieve gender equality within familial structures.

The Structural Model of Emotional Divorce Based on Neuroticism through the Mediating Role of Coping Strategies and Emotional Regulation

ABSTRACT The purpose of this study was to develop a structural model of emotional divorce (ED) based on neuroticism mediated by coping strategies and emotional regulation. The study was of descriptive-correlational type based on structural equation modeling. The statistical population included all married female teachers working at schools of Hamedan, Iran in 2019, among whom 300 were selected using the cluster sampling method. Data were analyzed using structural equation modeling. The results indicated that the proposed model had a good fit, which means that neuroticism can predict ED through the mediating role of coping strategies and ER. Neuroticism predicted ED negatively through reappraisal (P < .05) and problem-focused coping strategy (P < .01), positively through emotion suppression (P < .01), emotion-focused coping strategy (P < .01), and avoidance coping strategy (P < .01). Considering the role of neuroticism, coping strategies, and emotional regulation in ED, it would be practical and effective to address these factors in premarital counseling and training and future research.

HUBUNGAN WORK LIFE BALANCE DENGAN KEPUASAN KERJA PADA GURU DI SMK KABUPATEN PATI

This study aims to determine the relationship between work life balance and job satisfaction. This study uses a correlational quantitative method. The number of participants in this study were 36 female teachers who were married. The technique used was the saturated technique all members of the population were used as samples. The research data was taken from SMK in Pati Regency. Data used for the work life balance scale from Fisher, Bulger and Smith (2009) and the Job Satisfaction Scale use the Job Satisfaction Survey Scale from Spector (1997). Data analysis using Pearson Product Moment correlation using SPSS for windows version 16.0. The results of this study there is no relationship between work life balance and job satisfaction (r = -0.035). This shows that job satisfaction of married female teachers is not affected by work life balance.Keywords : Work Life Balance, Job Satisfaction.

A Study on Work-Life Balance of Married Female Teachers in Selected Private Schools with Reference to Hyderabad Region

A Study on Work-Life Balance of Married Female Teachers in Selected Private Schools with Reference to Hyderabad Region

THE EFFECTS OF ORGANISATIONAL FACTORS AND EXTRA-ORGANISATIONAL FACTORS ON WORK STRESS

Work stress has been considered as an important issue relating to workers’ day-to- day activities at the work place. In any profession – doctors, teachers, police officers, lawyers and executives – workers are facing enormous pressure from work demands, which results in stress, and burn out. In this millennium, work stress can be considered as a disease of the century. One shall not escape from stress. There are various factors that contribute to work stress. These stem from both organisational and extra-organisational contexts. The aim of this paper is to investigate the impact of both organisational and extra-organisational factors on work stress among married female teachers. The study found that the three organisational factors, namely, management and administration, pupil recalcitrance and time demands were significantly correlated with work stress. As for the extra-organisational factors, only the personal problems variable was found significantly correlated with work stress. A number of studies on teacher stress have been commissioned over the past decade by the major teaching unions.Keywords: organizational factors, extra-organizational factors, work stress

THE ANALYSIS OF THE RELATION AMONG JOB SATISFACTION, SCHOOL ADMINISTRATION, COLLEAGUES OF PHYSICAL EDUCATION AND SPORTS TEACHERS IN TERMS OF GENDER

This research was conducted to examine the relationships between physical education and sports teachers and their colleagues, the support of the school administration to them and the level of job satisfaction they feel about their profession in terms of gender variation. The sample of the research, done by using the general survey model, constituted of a total of 108 teachers, 79 males and 29 females, working in the central district of Malatya province and selected randomly. The scales of colleague relations, school administration support and job satisfaction components were used as data collection tools in the research. Based on the answers given to the scale by the teachers in the sample, it was determined that the general arithmetic mean of the scales was moderate level in terms of the positive scores of the components from all the gender groups. According to the arithmetic scores, it was determined that female teachers felt more positive colleague-school administration support and job satisfaction perception compared to male teachers according to the variables of marital and education status and working time. In addition, it was determined that there was no statistically significant difference between male teachers' education and marital status and working time variables and arithmetic scores of the components. For female teachers, it was found that married female teachers had a significant difference in the school administration support, single teachers in job satisfaction, and there was no significant difference in other variables and components. Article visualizations:

Personality Traits, Work-Family Conflict and Job Satisfaction: Items Validity using Rasch Measurement Approach

The role of women has changed dramatically in the present scenario. The claim has been supported by a general consensus among researchers that many married working women experience significant work-family conflict (WFC). However, the personality traits (PT) have been only minimally considered in the studies of WFC especially in Malaysia. To fill in this gap, a study was conducted to investigate the influence of PT on the relationship between WFC and job satisfaction (JS) among married female teachers at selected schools in Klang Valley. Hence, the aim of this paper is to look at how the Rasch Model is able to facilitate the revalidation process of this instrument construct validity. A number of 38 items were used to measure the personality traits of 90 married female teachers and was tested using the Rasch Measurement Model Analysis. Evaluation of the mean square infit and outfit suggests that the data exhibited; fit the model, which means they are likely to be measuring the single dimension intended by the construct theory. In addition, responses to the statements in the questionnaire show greater consistency and higher reliability coefficient. The result of this paper also confirms the robustness and the validity of the instrument that can be applied in any organizations in Malaysia.

Teachers’ Work-Family Conflict in Malaysia: Scale Validation

There is the need for an evaluation instrument that can examine work-family conflict in Malaysia. Thus, this research aimed to verify the psychometric properties of the hypothesized measurement model of work-family conflict (WFC) scale in Malaysia. The aim of the current study was to test the psychometric properties of the work-family conflict 10-item index. To address this concern, 245 married female teachers were selected from 13 schools and a 10-item version of the work-family conflict was administered to them. The data were analyzed using the Confirmatory Factor Analysis (CFA) procedures. A second order CFA was used to test the framework of the total of 245 married female teachers data based on Structural Equation Modeling (SEM). The work-family conflict construct has shown to be a second-order construct which can be explained by two factors of the work-interfering-with-family conflict and family-interfering-with-work conflict. The result revealed that the hypothesized model for WFC that responses to the WFC scale can be explained by two-first order factors (wif and fiw) and one second-order factor (WFC).

Attitudes of Women to Menopause: Implications for Counselling

Menopause, a normal midlife transition for women remains poorly understood. This study examined the attitudes of women to menopause. A total of 300 married female teachers made up the sample for the study. Data was collected using the modified Attitude Towards Menopause (ATM) checklist. The responses of the participants were analyzed using simple percentages. The results showed that an overwhelming majority of the respondents indicated concern about how their husbands will feel about them after menopause (98%); women should see a doctor at menopause (91%); menopause is an unpleasant experience (83%) among others. The implications these findings have for counselling and counsellors were discussed. The focus was on the key strategies the counsellor should adopt in helping women to cope with menopause and also develop positive attitudes toward it. Key Words:Menopause; Attitudes, Midlife; Aging; Counselling; Assertiveness training; Cognitive re-structuring; Values clarification.

Secondary School Teachers' Viewpoint on Sex Education

The success of any sexuality education programme in the school is directly related to the expertise of teachers and their willingness to provide instructions. This study assesses the knowledge of human sexuality education among 351 secondary school teachers in Ibadan, Nigeria, and their attitude towards inclusion of sex education in the schools' curriculum. Results revealed that none of the respondents was able to define sex education adequately and 34.8% could not identify content areas of sex education for inclusion in the schools' curriculum. Surprisingly, married female teachers and those aged 40 years and above were less favourably disposed to the introduction of sex education in schools.