Teachers’Job Characteristics, Perceived Control And Work Time For The Relationship Between Family Conflict

In today’s college entrance examination pressure is still grim, high school teachers howto better respond to the pressure of high-intensity work to balance work and family, is a bigissue, the school should face up and the importance of the problem. In this study, theHengshui II teachers to explore the workload, job autonomy and time management behaviorthrough perceived time control between the impact of work-family conflict, and discussed indetail the relationship between these variables.This research is quantitative research, to paper edition questionnaire to collect samples.319questionnaires copies deducted19invalid questionnaires, the effective recovery ofsample copies300copies, the effective response rate was94.04%. Statistical methods T-test,analysis of variance, Pearson correlation analysis and multiple regression analysis. The T testfindings: demographic variables, teachers’ qualifications and the attitude of the working timevariable workload significantly different. The analysis of variance showed: the age of theteachers, work experience and weekly number of hours worked significant difference in theworkload, work-family conflict variable. Related Research: workload and time managementbehavior, work-family conflict and family-work conflict were significantly related; workautonomy, the overall impact of the three variables in addition to the workload between theperceived time control and work-family amount of other variables were significantly related;time management behavior and other variables were significantly related; betweenwork-family conflict and family-work conflict is not related, were significantly correlatedwith other variables. Regression analysis results show that: the perceived control play amediating role in the time management behavior and family conflict; perceived time controlto play a mediating role in the overall impact of job autonomy and working families.