Association of Work-Family Conflict with Work Demand, Social Support and Emotional Well-Being of School Teachers

Syeda Sidra Nosheen, Sheeraz Ayoub Kuchy, Mujeeb Ur Rahim, Sarfraz Ahmed Khan and Syed Zubair Haider
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Syeda Sidra Nosheen: Lecturer, Department of Language Education. The Islamia University of Bahawalpur, Pakistan
Sheeraz Ayoub Kuchy: Lecturer in Education at Govt Degree College for Women Anantnag
Mujeeb Ur Rahim: PhD Scholar, Lincoln College University Malaysia
Sarfraz Ahmed Khan: PhD Scholar, Lincoln University College, Malaysia
Syed Zubair Haider: Assistant Professor, Department of Educational Training, The Islamia University of Bahawalpur, Pakistan

Journal of Policy Research (JPR), 2022, vol. 8, issue 3, 376-382

Abstract: This study looked at how work-family conflicts impact school teachers' workload, social support, and emotional health. In Punjab, Pakistan, female teachers at coeducational and women's schools had their levels of work-family conflict compared. Using a convenient sampling technique, this study chose a sample of female teachers from 10 women's schools and 10 coeducational schools in Punjab. From co-educational and women's schools, 700 female teachers were chosen. Demographic information regarding female teachers was gathered via a questionnaire. Using questionnaires with a five-point Likert scale, the demands of the job and societal support were assessed. Emotional health is evaluated using Goldberg's (1979) GHQ-12 (General Health Questionnaire). The findings indicated that there was a substantial amount of work-family conflict for both women and co-educational schools. Additionally, female educators at coeducational schools encountered more conflict than those in women's schools.

Keywords: family conflict; jobdemands; societal support; emotional well-being (search for similar items in EconPapers)
Date: 2022
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Persistent link: https://EconPapers.repec.org/RePEc:rfh:jprjor:v:8:y:2022:i:3:p:376-382

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