Does work-to-family conflict influence teacher relational attitude in pre-school classrooms? A stressor–strain–outcome perspective

Early Years Journal of International Research and Development, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 19

Published: March 27, 2025

In early childhood education, teacher–child relationships are critical to children's development and learning. However, rising work–family conflict (WfC) may undermine these by increasing teacher stress emotional exhaustion. This study, guided the stressor–strain–outcome model, examined link between WfC conflictual (TCR-C) in Ghanaian preschools. Specifically, it investigated direct effect of on TCR-C, mediating role exhaustion (EE), mitigating effects job autonomy (JA) social support (SS). Cross-sectional data from 517 preschool teachers (Mage = 33.77, SD 8.86) revealed that is significantly associated with TCR-C. EE partially mediates this relationship, while JA SS reduce both indirect effects. These findings highlight importance addressing enhancing workplace resources improve relationships.

Language: Английский

Teacher Emotional Competence: A Conceptual Model

Educational Psychology Review, Journal Year: 2025, Volume and Issue: 37(2)

Published: April 16, 2025

Language: Английский