High School Teachers Work - Families Gain Studies, And Conflict-affected Factors

Since the 1960s,the research of work-family interface has been of particular interest in psychology,organizational behavior and management studies.Up to now,there is a substantial body of theoretical and empirical literature on the work-family interface study.However,the literature has been dominated by the perspective of work-family conflict,with few studies on work-family enrichment.Being consistent with the emerging trends of positive psychology,a growing number of researchers are calling for the attention of work-family enrichment study.In this global context,these studies are design to promote this course by examining both work-family conflict and work-family enrichment of senior high school teachers.The models of influencing factors of work-family conflict are constructed with a comprehensive investigation of influencing factors of work-family enrichment.Study 1:A research is conducted by measuring 345 senior high school teachers with related scales in two provinces.The independent variables are work and family domain variables while the dependent variables are work-family conflict and work-family enrichment.The aim of this study is to explore the relationship between work-family domain variables and work-family conflict(work-to-family conflict and family-to-work conflict) and enrichment(work-to-family enrichment and family-to-work enrichment).The results show that:(1) Work hours,social support from supervisors and work demands are significant predictors of work-to-family conflict with a model of influencing factors of work-to-family conflict being constructed by SEM,which also indicates the mediating effects of work demands on relationships between social support from supervisor and work-to-family conflict,also working hours and work-to-family conflict.(2) Social support from family and family demands are significant predictors of family-to-work conflict with a model of influencing factors of family-to-work conflict being constructed by SEM,which also indicates the mediating effects of family demands on relationship between social support from family and family-to-work conflict.(3) Social support from colleagues and supervisors are significant predictors of work-to-family enrichment,while social support from family has a significant predictive effect on family-to-work enrichment.Study 2:An in-depth interview was carried out to 14 teachers,who also participated in study 1.Based on the analysis of thematic concept in the interview data,normative coding including open coding,axial coding and selective coding were processed to acquire the characteristics of their work and family,so as to probe into the influencing factors of work-family enrichment and substantiate the models produced by study 1.The results indicate that:(1) Generally speaking,senior high school teachers can experience a work-family enrichment including work-to-family and family-to-work ones.(2) The influencing factors of work-to-family enrichment are divided into five categories:resource enhancement in work, individual characteristies,supportive working environment,resource acquisition in work and social changes.Resource enhancement in work and resource acquisition in work directly trigger work-to-family enrichment,and others are also important factors.(3) The influencing factors of family-to-work enrichment are derived from five categories:resource acquisition from family, resource enhancement from family,individual characteristics,family environment and spouse's characteristics.Resource enhancement from family and resource acquisition from family directly trigger family-to-work enrichment,and others are also important factors.At last,we address the relationship between work-family conflict and enrichment according to Chinese localization; meanwhile,points of future study are listed.