A study of the effects of gender and work-family conflict on the psychological well-being dimensions of secondary teachers.

Abstract

The present study examines the influence of gender and work-family conflict on dimensions of teachers' psychological well-being. The sample consisted of government schools and teachers from Sirmaur, Solan, Bilaspur, and Kangra in Himachal Pradesh, using random sampling. The sample included 276 teachers teaching in grades 6 to 10 in government secondary schools. The study used the Psychological Well-Being Scale by Sisodia and Chaudhary (2012) and the Teacher Work-Family Conflict Scale by Atri and Neelam (2017) as data collection metrics. The present study concluded that male and female secondary teachers have similar levels of satisfaction, competence, and mental health. Male secondary teachers have higher levels of socialization and interpersonal relationships than their female counterparts. High, medium, and low levels of work-family conflict have a significant negative impact on the psychological well-being and its dimensions of secondary teachers. There is no interaction effect of gender and work-family conflict on the psychological well-being and its dimensions of competence, sociability, mental health, and interpersonal relationships of secondary teachers, whereas there is an interaction effect of gender and work-family conflict on the satisfaction of secondary teachers.