Teacher stress and work-family conflict: examining a moderation model of psychological capital

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dc.contributor.authorToprak, Mustafa
dc.contributor.authorTösten, Rasim
dc.contributor.authorElçiçek, Zakir
dc.date.accessioned2024-04-24T16:24:35Z
dc.date.available2024-04-24T16:24:35Z
dc.date.issued2022
dc.departmentDicle Üniversitesi, Ziya Gökalp Eğitim Fakültesi, Eğitim Bilimleri Bölümüen_US
dc.description.abstractSchools are becoming more stressful work environments, and teachers are becoming more vulnerable to job-related stress because of innovation overload, high job demands, and work-family conflict (WFC). Enhancing teachers' psychological capacities may prove helpful in managing stress under such work conditions. While past research has focused on the relationship between WFC and stress, there is limited empirical evidence in the education context on the effect of psychological capital (PsyCap) on changing the magnitude of (moderating) the interplays between WFC and stress. Therefore, this study investigates the moderation effect of teachers' positive PsyCap on the relationship between teachers' WFC and job stress. We adopted a quantitative research method and collected data from a randomly selected sample of 385 teachers in Siirt, a city in the South-East region of Turkey. Data were analyzed through descriptive, correlation, and hierarchical moderated regression statistics. Results indicated that WFC increases teachers' job stress, and PsyCap moderates the relationship between WFC and job stress by mitigating the effects of WFC on teachers' job stress.en_US
dc.identifier.citationToprak, M., Tösten, R. ve Elçiçek, Z. (2024). Teacher stress and work-family conflict: examining a moderation model of psychological capital. Irish Educational Studies, 43(4), 627-643.
dc.identifier.doi10.1080/03323315.2022.2135564
dc.identifier.issn0332-3315
dc.identifier.issn1747-4965
dc.identifier.scopus2-s2.0-85141622512
dc.identifier.scopusqualityQ2
dc.identifier.urihttps://doi.org/10.1080/03323315.2022.2135564
dc.identifier.urihttps://hdl.handle.net/11468/16776
dc.identifier.wosWOS:000879631900001
dc.identifier.wosqualityQ3
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofIrish Educational Studies
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectWork-family conflicten_US
dc.subjectTeachers' job stressen_US
dc.subjectPositive psychological capitalen_US
dc.subjectModeration effecten_US
dc.subjectTeachersen_US
dc.titleTeacher stress and work-family conflict: examining a moderation model of psychological capitalen_US
dc.titleTeacher stress and work-family conflict: examining a moderation model of psychological capital
dc.typeArticleen_US

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