Purpose of the Study: The primary objective of this study was to investigate work-family and family-work conflicts and the nature of these conflicts among teachers in schools of Southern Punjab, Pakistan, from the perspective of their gender and marital status. Moreover, this research also examined the difference between work-family and family-work conflicts among teachers.
Methodology: This study used both descriptive and survey research designs. A questionnaire comprising 22-items work-family and family-work conflict scales was used. The researchers administered the tool to 422 elementary teachers from forty (40) schools of the three districts of southern Punjab, Pakistan, who were randomly selected using both multistage clusters and the stratified sampling techniques. Both descriptive and inferential statistics were employed for analyzing the data.
Main Findings: This study found that teachers hardly believe that their workplace tasks create hurdles in performing their family roles. Likewise, the study found that teachers hardly believe that their family responsibilities create any hurdles in performing their tasks at work. The study further found that female teachers’ family is more affected by their work engagements than male.
Applications of this study: The results of this study will be helpful for teachers, counsellors, managers, and policymakers in developing programs that are likely to reduce work-family-work conflicts among teachers of elementary schools.
Novelty/Originality of this study: Work-family-work conflicts among teachers in schools of Southern Punjab, Pakistan, have not been addressed from the perspective of their gender and marital status.
Family-work conflict and safety performance: An un-examined relationship in the Ghanaian mining industry
