Research On Affecting Factors To Work And Family Conflict Of Senior Middle School Teachers

The study explored the affecting factors of senior middle school teachers' work and family conflict, and developed two models of affecting factors respectively to work-to-family and family-to-work.There were two parts included: The first part was to revise the measurements. Using exploratory factor analysis, confirmatory factor analysis and Cronbach a coefficient analysis to assessment the reliability and validity of the Work and Family Conflict Scale, Job and Family Demand Scale and Work and Family Social Support Scale. The second part was the quantity research, concluding the difference testing to demographic variables on work demand, family demand, work-to-family conflict and family-to-work demand, the correlation among work domain variables, work demand and work-to-family conflict, the correlation among family domain, family demand and family-to-work conflict, the predictors of work-to-family conflict and family-to-work conflict.The conclusions of the research were:(1) The scale revised in the study had good reliabilities and validities, and could be used in the following research.(2) There were some different extents of job demand in senior middle school teachers with different gender, teaching subject for eleven-plus (or not), and there were significant difference of work-to-family conflict with different teaching subject. Some different extents of both family demand and family-to-work were found in senior middle school teachers with different titles of a technical post, marital status, and having children or not. There were significant difference also found in family-to-work conflict with different sex.(3) The affecting factors research showed that colleague support, superior support, teaching hours, teaching subject for eleven-plus, and job demand all had significant predictive effects on work-to-family conflict. Job demand had significant mediating effects on the relationship of colleague support, superior support, teaching subject for eleven-plus to work-to-family conflict. Having children, family social support, and family demand were predictive factors of work-to-family conflict.