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When Does Work Interfere With Teachers’ Private Life? An Application of the Job Demands-Resources Model
The purpose of this study is to examine the relationship between contextual work-related factors on the one hand, in terms of job demands (i.e., risk factors) and job resources (i.e., protective factors), and work-family conflict (WFC) in teachers on the other. Building on the Job Demands-Resources...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2019
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6537920/ https://www.ncbi.nlm.nih.gov/pubmed/31178784 http://dx.doi.org/10.3389/fpsyg.2019.01121 |
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author | De Carlo, Alessandro Girardi, Damiano Falco, Alessandra Dal Corso, Laura Di Sipio, Annamaria |
author_facet | De Carlo, Alessandro Girardi, Damiano Falco, Alessandra Dal Corso, Laura Di Sipio, Annamaria |
author_sort | De Carlo, Alessandro |
collection | PubMed |
description | The purpose of this study is to examine the relationship between contextual work-related factors on the one hand, in terms of job demands (i.e., risk factors) and job resources (i.e., protective factors), and work-family conflict (WFC) in teachers on the other. Building on the Job Demands-Resources (JD-R) model, we hypothesized that job demands, namely qualitative, and quantitative workload, are positively associated with WFC in teachers. Moreover, in line with the buffer hypothesis of the JD-R, we expected job resources, in terms of support from supervisor (SS), job autonomy (JA), and participation in decision making (PDM), to affect this association, which is expected to be stronger when job resources are low. The study was conducted in an Italian secondary school. Overall, 122 teachers completed a self-report questionnaire aimed at determining WFC, as well as job demands and resources. The hypothesized relationships were tested using moderated multiple regression. The results of this study largely support our predictions. First, both aspects of workload were positively associated with WFC. Secondly, job resources, including SS and PDM, buffered this association, which was stronger when resources were low. On the contrary, JA did not buffer the association between workload and WFC. Overall, the results of this study are consistent with the JD-R model and contribute to the understanding of work–family conflict among teachers. More specifically, our study suggests that teachers with high levels of job resources, namely SS and PDM, can effectively cope with job demands, in terms of both qualitative and quantitative workload, thus preventing negative consequences such as conflict between work and family domains. Interventions aimed at preventing WFC among teachers should encourage organizations to optimize the balance between job demands and resources, as well as the identification and training of the workers at risk of WFC. |
format | Online Article Text |
id | pubmed-6537920 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2019 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-65379202019-06-07 When Does Work Interfere With Teachers’ Private Life? An Application of the Job Demands-Resources Model De Carlo, Alessandro Girardi, Damiano Falco, Alessandra Dal Corso, Laura Di Sipio, Annamaria Front Psychol Psychology The purpose of this study is to examine the relationship between contextual work-related factors on the one hand, in terms of job demands (i.e., risk factors) and job resources (i.e., protective factors), and work-family conflict (WFC) in teachers on the other. Building on the Job Demands-Resources (JD-R) model, we hypothesized that job demands, namely qualitative, and quantitative workload, are positively associated with WFC in teachers. Moreover, in line with the buffer hypothesis of the JD-R, we expected job resources, in terms of support from supervisor (SS), job autonomy (JA), and participation in decision making (PDM), to affect this association, which is expected to be stronger when job resources are low. The study was conducted in an Italian secondary school. Overall, 122 teachers completed a self-report questionnaire aimed at determining WFC, as well as job demands and resources. The hypothesized relationships were tested using moderated multiple regression. The results of this study largely support our predictions. First, both aspects of workload were positively associated with WFC. Secondly, job resources, including SS and PDM, buffered this association, which was stronger when resources were low. On the contrary, JA did not buffer the association between workload and WFC. Overall, the results of this study are consistent with the JD-R model and contribute to the understanding of work–family conflict among teachers. More specifically, our study suggests that teachers with high levels of job resources, namely SS and PDM, can effectively cope with job demands, in terms of both qualitative and quantitative workload, thus preventing negative consequences such as conflict between work and family domains. Interventions aimed at preventing WFC among teachers should encourage organizations to optimize the balance between job demands and resources, as well as the identification and training of the workers at risk of WFC. Frontiers Media S.A. 2019-05-21 /pmc/articles/PMC6537920/ /pubmed/31178784 http://dx.doi.org/10.3389/fpsyg.2019.01121 Text en Copyright © 2019 De Carlo, Girardi, Falco, Dal Corso and Di Sipio. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology De Carlo, Alessandro Girardi, Damiano Falco, Alessandra Dal Corso, Laura Di Sipio, Annamaria When Does Work Interfere With Teachers’ Private Life? An Application of the Job Demands-Resources Model |
title | When Does Work Interfere With Teachers’ Private Life? An Application of the Job Demands-Resources Model |
title_full | When Does Work Interfere With Teachers’ Private Life? An Application of the Job Demands-Resources Model |
title_fullStr | When Does Work Interfere With Teachers’ Private Life? An Application of the Job Demands-Resources Model |
title_full_unstemmed | When Does Work Interfere With Teachers’ Private Life? An Application of the Job Demands-Resources Model |
title_short | When Does Work Interfere With Teachers’ Private Life? An Application of the Job Demands-Resources Model |
title_sort | when does work interfere with teachers’ private life? an application of the job demands-resources model |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6537920/ https://www.ncbi.nlm.nih.gov/pubmed/31178784 http://dx.doi.org/10.3389/fpsyg.2019.01121 |
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