The Relationship Between Work-family Conflict And Subjective Well-being Of Female Teachers In Public Primary Schools

Today more and more people focus on education,teachers undertake the historical mission of cultivating talents and inheriting culture.At the same time,with the rapid transformation of modern society,the development of education,and the presentation of diversified value,teachers are under increasing pressure due to more expectations.Female teachers should not only adapt to the changes by the educational reform,but also complete teaching and research tasks.Furthermore,they should undertake family affairs and take care of the children.Therefore,the conflict between work and family has brought new challenges to female teachers.We should deeply understand the impact of work-family conflict on female teachers’ well-being and its internal mechanism.Because it is not only related to teachers’ personal physical and mental health,work efficiency and family atmosphere,but also supports the school teaching quality and the students’ positive development to a certain extent.This study surveyed 306 female teachers in public primary schools in P District of S City,using Satisfaction With Life Scale,Work-Family Conflict Inventory,Social Support Rate Scale,General Self-Efficacy Scale,to carry out questionnaire investigation,in order to discuss the relationship between work-family conflict and subjective well-being of female teachers in public primary schools,and try to find out the role of social support and self-efficacy between them.Furthermore,this study also analysis the causes of work-family conflict and the factors which influence the subjective well-being through the interview of 10 female teachers in public primary schools.The result showed: 1、Work-family conflict has a significant negative predictive effect on the subjective well-being of elementary school women teachers.2、Social support played a mediating role in the relationship between work-family conflict and subjective well-being of elementary school women teachers.3、It is not significant that the mediating effect of self-efficacy on work-family conflict and subjective well-being of elementary school women teachers.4、Growing differences appear in subjective well-being subjective well-being of primary school female teachers in age and teaching age.Work-family conflict and social support showed significant differences in age,educational background,marriage and amount of offspring,and social support also showed significant differences in teaching age.Self-efficacy only showed significant difference in age and education.5、Most female primary school teachers feel happy.Happiness comes from the realization of self-worth,physical health,harmonious family and working relations,and social support system.However,the high work pressure,high expectations from schools and society,and inadequate welfare benefits will reduce the subjective well-being of primary school female teachers.Finally,this study puts forward countermeasures and suggestions from three levels: individual,school and society to improve subjective well-being of female teachers in public primary schools.