Back

Exploring the Moderating Roles of Family‐Work Conflict in the Relationship Between Work‐Family Conflict and Teacher Well‐Being.

  • Published In: Psychology in the Schools, 2025, v. 62, n. 4. P. 1271 1 of 3

  • Database: Academic Search Ultimate 2 of 3

  • Authored By: Uslukaya, Alper; Demirtaş, Zülfü; Alanoglu, Muslim; Zincirli, Muhammed 3 of 3

Abstract

Teachers well‐being has a significant influence on their quality of life, as well as on students' emotions, behaviors, and cognitions. Although there is evidence of a negative relationship between teachers' experience of work‐family conflict (WFC) and family‐work conflict (FWC) with their well‐being, we have no information on how the interaction of these two experiences relates to teacher well‐being. Therefore, this study aims to examine the relationships between the interaction of WFC and FWC and teacher burnout and job engagement. The participants included 529 teachers from the Elazığ provincial center in Türkiye. According to the results of the structural equation modeling using Bayesian estimation, the positive relationship between WFC and burnout, as well as the negative relationship with work engagement, is stronger under high FWC conditions but significantly weakens under low FWC conditions. Therefore, we conclude that WFC and FWC interact to affect teacher well‐being more negatively. The current study concludes with several theoretical and practical implications. Summary: Work‐family conflict and family‐work conflict are positively related to teacher burnout.Work‐family conflict and family‐work conflict are negatively related to teacher work engagement.Family‐work conflict moderates the relationship between work‐family conflict and teacher burnout and work engagement. [ABSTRACT FROM AUTHOR]

Additional Information

  • Source:Psychology in the Schools. 2025/04, Vol. 62, Issue 4, p1271
  • Document Type:Article
  • Subject Area:Political Science
  • Publication Date:2025
  • ISSN:0033-3085
  • DOI:10.1002/pits.23393
  • Accession Number:183755646
  • Copyright Statement:Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Looking to go deeper into this topic? Look for more articles on EBSCOhost.