ArticleFrontiers in psychology2019
When Does Work Interfere With Teachers' Private Life? An Application of the Job Demands-Resources Model.
Article in Frontiers in psychology, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 16 papers.
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Who cites it
16 citing papers in PubMed, 67 citations in OpenAlex.
- Work conditions and work-life balance among secondary school teachers in Southwest Nigeria.BMC public health · 2026Article
- Corporate Welfare and Parenting Self-Regulation as Protective Resources Against Stress and Quiet Quitting: A Moderated Mediation Model Across Mothers and Fathers.Behavioral sciences (Basel, Switzerland) · 2026Article
- Need for Recovery and Work-Family Conflict in the Armed Forces: A Latent Profile Analysis of Job Demands and Resources.International journal of environmental research and public health · 2025Article
- Burnout among Chinese EFL university instructors: a mixed-methods exploration of school climate, job demands, and emotion regulation.Frontiers in psychology · 2025Article
- First validation of the technical and administrative staff quality of life at work tool (TASQ@work) in academia.Frontiers in psychology · 2024Article
- Is Smart Working Beneficial for Workers' Wellbeing? A Longitudinal Investigation of Smart Working, Workload, and Hair Cortisol/Dehydroepiandrosterone Sulfate during the COVID-19 Pandemic.International journal of environmental research and public health · 2023Article
- Employment and family income in psychological and immune outcomes during bereavement.Psychoneuroendocrinology · 2023Article
- Job Satisfaction Mediates the Relationship between Psychosocial and Organization Factors and Mental Well-Being in Schoolteachers.International journal of environmental research and public health · 2022Article
- Work from home today for a better tomorrow! How working from home influences work-family conflict and employees' start of the next workday.Stress and health : journal of the International Society for the Investigation of Stress · 2021Article
- Assessment of Occupational Health and Job Satisfaction in Workers with Intellectual Disability: A Job Demands-Resources Perspective.International journal of environmental research and public health · 2021Article
- Article
- Musculoskeletal Disorders Associated With Quality of Life and Body Composition in Urban and Rural Public School Teachers.Frontiers in public health · 2021Article
- Latent Profiles of Burnout, Self-Esteem and Depressive Symptomatology among Teachers.International journal of environmental research and public health · 2020Article
- Profiles of Burnout, Coping Strategies and Depressive Symptomatology.Frontiers in psychology · 2020Article
- An Opportunity to Grow or a Label? Performance Appraisal Justice and Performance Appraisal Satisfaction to Increase Teachers' Well-Being.Frontiers in psychology · 2019Article
- Italian Teachers' Well-Being Within the High School Context: Evidence From a Large Scale Survey.Frontiers in psychology · 2019Article
Corrections and comments
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Authors and funding
5 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The purpose of this study is to examine the relationship between contextual work-related factors on the one hand, in terms of job demands (i.e., risk factors) and job resources (i.e., protective factors), and work-family conflict (WFC) in teachers on the other. Building on the Job Demands-Resources (JD-R) model, we hypothesized that job demands, namely qualitative, and quantitative workload, are positively associated with WFC in teachers. Moreover, in line with the buffer hypothesis of the JD-R, we expected job resources, in terms of support from supervisor (SS), job autonomy (JA), and participation in decision making (PDM), to affect this association, which is expected to be stronger when job resources are low. The study was conducted in an Italian secondary school. Overall, 122 teachers completed a self-report questionnaire aimed at determining WFC, as well as job demands and resources. The hypothesized relationships were tested using moderated multiple regression. The results of this study largely support our predictions. First, both aspects of workload were positively associated with WFC. Secondly, job resources, including SS and PDM, buffered this association, which was stronger when resources were low. On the contrary, JA did not buffer the association between workload and WFC. Overall, the results of this study are consistent with the JD-R model and contribute to the understanding of work-family conflict among teachers. More specifically, our study suggests that teachers with high levels of job resources, namely SS and PDM, can effectively cope with job demands, in terms of both qualitative and quantitative workload, thus preventing negative consequences such as conflict between work and family domains. Interventions aimed at preventing WFC among teachers should encourage organizations to optimize the balance between job demands and resources, as well as the identification and training of the workers at risk of WFC.
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