Empirical Investigation of Work-Family Conflict and Teachers' Happiness through Employee Assistance Programs in Yunnan Middle Schools
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| Title: | Empirical Investigation of Work-Family Conflict and Teachers' Happiness through Employee Assistance Programs in Yunnan Middle Schools |
|---|---|
| Language: | English |
| Authors: | Li Xiao, Saifon Songsiengchai, Premsuree Chiamthong, Panjanat Vorawattanachai |
| Source: | International Education Studies. 2024 17(6):90-104. |
| Availability: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Family Work Relationship, Psychological Patterns, Employee Assistance Programs, Foreign Countries, Middle School Teachers, Conflict, Public Schools, Private Schools, Influences, Program Implementation |
| Geographic Terms: | China |
| ISSN: | 1913-9020 1913-9039 |
| Abstract: | This study aims to (1) explore the influence of work-family conflict on middle school teachers' happiness and (2) investigate whether the implementation of the Employee Assistance Program (EAP) affects middle school teachers' happiness. A quantitative research approach with a sample size of 242 teachers from public and private middle schools in Yunnan province, China, was used, as determined by the Krejcie and Morgan's (1970) table. The research instruments were two questionnaires: (1) The Work-Family Conflict Scale and (2) the Employee Assistance Program Scale. The results presented that (1) the influence of work-family conflict on middle school teachers' happiness was mean=3.41 and S.D.=1.13. It was the rating of "moderate," (2) implementation of the Employee Assistance Program (EAP) had a moderating effect on middle school teachers' happiness was at the level of mean =3.20 and S.D.=1.10. It was the rating of "moderate" that work-family conflict significantly impacts middle school teachers' happiness, and employee assistance programs significantly moderate middle school teachers' happiness. However, this study's limitations arise from its focus on middle school teachers and the lack of extensive analysis of various EAP dimensions and work-family conflict aspects. Additionally, the findings may not apply to teachers in other educational stages, such as primary schools or universities. Future research could investigate the specific dimensions and implementation items of the EAP for middle school teachers, offering insights into their most pressing needs concerning work, life, and health. Such research would contribute to developing a better working environment and learning atmosphere for teachers and students. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1451716 |
| Database: | ERIC |
| Abstract: | This study aims to (1) explore the influence of work-family conflict on middle school teachers' happiness and (2) investigate whether the implementation of the Employee Assistance Program (EAP) affects middle school teachers' happiness. A quantitative research approach with a sample size of 242 teachers from public and private middle schools in Yunnan province, China, was used, as determined by the Krejcie and Morgan's (1970) table. The research instruments were two questionnaires: (1) The Work-Family Conflict Scale and (2) the Employee Assistance Program Scale. The results presented that (1) the influence of work-family conflict on middle school teachers' happiness was mean=3.41 and S.D.=1.13. It was the rating of "moderate," (2) implementation of the Employee Assistance Program (EAP) had a moderating effect on middle school teachers' happiness was at the level of mean =3.20 and S.D.=1.10. It was the rating of "moderate" that work-family conflict significantly impacts middle school teachers' happiness, and employee assistance programs significantly moderate middle school teachers' happiness. However, this study's limitations arise from its focus on middle school teachers and the lack of extensive analysis of various EAP dimensions and work-family conflict aspects. Additionally, the findings may not apply to teachers in other educational stages, such as primary schools or universities. Future research could investigate the specific dimensions and implementation items of the EAP for middle school teachers, offering insights into their most pressing needs concerning work, life, and health. Such research would contribute to developing a better working environment and learning atmosphere for teachers and students. |
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| ISSN: | 1913-9020 1913-9039 |
