Investigating the relationship between school climate and work-life balance of primary education teachers mediating the role of job stress

Document Type : Original Article

Authors

1 Department of Psychology and Educational Sciences, Yazd University, Yazd, Iran

2 Shahid Chamran University of Ahvaz, Ahvaz, Iran

10.22098/ael.2023.11531.1161

Abstract

The present study was conducted to investigate the relationship between school climate and work-life balance of primary education teachers mediated by the role of job stress.The method of this basic research was correlation and more precisely structural equation modeling. The research population included all the teachers of primary schools (girls and boys) in Yazd city in 2020-21, numbering 1759 people. 317 teachers from the study population were selected by available sampling method. The research instruments were Pashiardis School climate Questionnaire (2011), Kyriacou & Sutcliffe Stress Questionnaire (1976) and Wang & Ko Work-Life Balance Questionnaire (2009). Data analysis was performed using Amos 24 software.Findings showed that the school climate negatively and significantly predicts job stress (β = -0.42) and positively and significantly predicts work-life balance (β = 0.54). The results also showed that job stress negatively and significantly predicts work-life balance (β = -0.42) in primary school teachers. The results of the bootstrap test showed that the job stress variable plays a mediating role in the relationship between school climate and work-life balance. Finally, the study of fitting indices showed that the proposed research model is confirmed through experimental data. Therefore, by improving the various dimensions of the school climate, it is possible to reduce the job stress of teachers and ultimately increase the work-life balance in this segment of society. In this way, it increased job satisfaction and improved job performance.

Keywords

Main Subjects

References

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Applied Educational Leadership
Volume 4, Issue 2 - Serial Number 14
August 2023
Pages 146-158

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History

  • Receive Date: 20 September 2022
  • Revise Date: 20 December 2022
  • Accept Date: 10 January 2023

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