Association of Work-Family Conflict with Work Demand, Social Support and Emotional Well-Being of School Teachers

Abstract

This study looked at how work-family conflicts impact school teachers' workload, social support, and emotional health. In Punjab, Pakistan, female teachers at coeducational and women's schools had their levels of work-family conflict compared. Using a convenient sampling technique, this study chose a sample of female teachers from 10 women's schools and 10 coeducational schools in Punjab. From co-educational and women's schools, 700 female teachers were chosen. Demographic information regarding female teachers was gathered via a questionnaire. Using questionnaires with a five-point Likert scale, the demands of the job and societal support were assessed. Emotional health is evaluated using Goldberg's (1979) GHQ-12 (General Health Questionnaire). The findings indicated that there was a substantial amount of work-family conflict for both women and co-educational schools. Additionally, female educators at coeducational schools encountered more conflict than those in women's schools.