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Title WORK-FAMILY CONFLICT AND ITS OUTCOMES AMONG TEACHERS OF HIGHER EDUCATION INSTITUTIONS: ROLE OF ORGANIZATIONAL AND FAMILY FACTORS

Author(s) Tayyaba Safdar

Abstract The present research aimed to investigate the outcomes (Turnover intention, career satisfaction, family functioning & wellbeing) of Work-family conflict among teachers of higher education institutions. The study further explores the role of organizational factors (supervisory support, organizational structure, pay satisfaction, job insecurity) and family factors (Marital status, family system & number of dependents). Workfamily conflict questionnaire (Haslam et al., 2015), General Health Questionnaire-28 (including 4 subscales i.e. Somatic complaints, anxiety& insomnia, social dysfunction and major depression) (Goldberg & Hillier., 1979), Family Functioning Questionnaire (McMaster, 2000), Career Satisfaction Questionnaire (Greenhaus et al., 1990), Pay Satisfaction Questionnaire (Heneman & Schwab, 1985), Job Insecurity Questionnaire (De Witte, 2000), Turnover Intention Questionnaire (Bothma & Roodt, 2013), Supervisory support Questionnaire (Caplan et al., 1975), Organizational Structure Questionnaire (Gudergen & Bucic, 2004). Present research comprised of two studies. Study I was further divided into three phases. Phase I aimed at selection of relevance of study constructs in local context through two brainstorming sessions with teachers of higher education institutions. Relevant instruments were selected on the basis of results of brainstorming sessions. Adaptation of selected instruments were undertaken in phase- II of the study, whereas phase III was comprised of empirical evaluation of the instruments. Data for the empirical evaluation of the instruments was acquired through purposive sampling technique in which data was collected from teachers of public and private sector universities (N= 200). Evaluation of measurement models, determining reliability and exploration of relationship patterns of study variables were the primary objectives of the final phase of study-I. Study II of the present research comprised of hypothesis testing for which data was collected from 530 teaching faculty members from private and public sector universities. Outcomes of Work- family conflict were investigated. Furthermore, moderating role of organizational factors and family factors was also explored. Results indicated turnover intention, family functioning, and wellbeing (somatic complaints, anxiety & Insomnia and major depression) as significant outcomes of Work-family conflict. Findings of moderation analysis through Process by Hayes, indicated the moderating role of organizational factors (supervisory support, pay satisfaction, job insecurity, and organizational structure) and family factors (Marital status, family system, Number of dependents) of the relationship between Work-family conflict and its outcomes. Results indicated that supervisory support significantly moderates the relationship between work-family conflict and all the outcomes. Results also indicated that Organizational structure significantly moderates the relationship between Work-family conflict and turnover intention however, results were not significant for all other outcomes of Work-family conflict. Moderation analysis revealed the moderating role of pay satisfaction between Work-family conflict and turnover intentions, family functioning and somatic complaints. Results also indicated that Job insecurity moderated the relationship between Work-family conflict and Career satisfaction, somatic complaints, anxiety and insomnia, social dysfunction and major depression. Results found that Family system moderates the relationship between Work-family conflict and Family functioning where joint family system mitigate this relationship. Furthermore, results revealed that the number of dependents (a multi-categorical variable) moderates the relationship between Work-family conflict and Family functioning where a greater number of dependents is indicative of higher level of Work-family conflict and poor Family functioning. Significant differences were found on study variables on the basis of gender where female teachers scored higher levels of Work-family conflict, somatic complaints, social dysfunction, supervisory support, career satisfaction and pay satisfaction. Whereas, male university teachers scored higher on Job insecurity, Turnover intentions and Family functioning as compared to female teachers. One-Way ANOVA on the basis of years of working experience with all study variables indicates that teachers having experience of up to 5 years scored higher on Work-family conflict, supervisory support and anxiety/insomnia. Furthermore, teachers with 6-10 years of working experience scored higher on Family functioning, Job insecurity, Somatic complaints, Social dysfunction and major depression whereas teachers with 11 and more years of experience scored highest on career satisfaction. Limitations, theoretical and practical implications of the study are addressed.

Type Thesis/Dissertation PhD

Faculty Social Sciences

Department Psychology

Language English

Publication Date 2025-09-03

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