Role conflict and psychological well-being in school teachers

A cross-sectional study from southern India

Research output: Contribution to journalArticle

Abstract

Introduction: With mental strength being the requisite skill in this knowledge era, rather than physical strength, women seem to flood into every industry on par with men. This shift in the lives of women indeed gives them more confidence and opportunities to identify their assets, but also brings a challenge as they have to perform equally at home and at work. The attempt of working women to integrate, organize and balance the various problems and activities in their different roles simultaneously puts them under tremendous pressure. Aim: The present study endeavours to gain insight into role conflict and how it influences psychological well-being of school teachers. Materials and Methods: A cross-sectional study was conducted in the government, aided and unaided schools in Udupi, Karnataka. A total of 645 school teachers were interviewed using a self-administered questionnaire. Tools used were Netemeyer scale for role conflict, Brief COPE inventory for coping mechanism and GHQ-12 for assessing psychological well-being. Univariate and multiple logistic regression analyses were carried out to assess the association between role conflict and major variables in the study. Post-hoc test was used to identify the differences in coping among various groups. Results: Religion, age of the children and performing school related work on the weekend were found to be significantly associated with role conflict. Gender was not found to influence role conflict in the present study. No significant association was found between role conflict and psychological well-being. Active coping, religion and use of emotional and instrumental support were the most commonly adopted coping mechanisms. Conclusion: Thus, teachers must be provided a friendly working environment and they must be motivated for their psychological well-being. Stress relieving sessions also would help in balancing the work life.

Original languageEnglish
Pages (from-to)VC01-VC06
JournalJournal of Clinical and Diagnostic Research
Volume12
Issue number7
DOIs
Publication statusPublished - 01-07-2018

Fingerprint

Stress relief
Logistics
India
Cross-Sectional Studies
Psychology
Religion
Industry
Working Women
Logistic Models
Regression Analysis
Pressure
Equipment and Supplies
School Teachers
N-succinyl-1,2-dioleoylphosphatidylethanolamine

All Science Journal Classification (ASJC) codes

  • Clinical Biochemistry

Cite this

@article{f847a2904e3b444a824e9ecb3d0014b0,
title = "Role conflict and psychological well-being in school teachers: A cross-sectional study from southern India",
abstract = "Introduction: With mental strength being the requisite skill in this knowledge era, rather than physical strength, women seem to flood into every industry on par with men. This shift in the lives of women indeed gives them more confidence and opportunities to identify their assets, but also brings a challenge as they have to perform equally at home and at work. The attempt of working women to integrate, organize and balance the various problems and activities in their different roles simultaneously puts them under tremendous pressure. Aim: The present study endeavours to gain insight into role conflict and how it influences psychological well-being of school teachers. Materials and Methods: A cross-sectional study was conducted in the government, aided and unaided schools in Udupi, Karnataka. A total of 645 school teachers were interviewed using a self-administered questionnaire. Tools used were Netemeyer scale for role conflict, Brief COPE inventory for coping mechanism and GHQ-12 for assessing psychological well-being. Univariate and multiple logistic regression analyses were carried out to assess the association between role conflict and major variables in the study. Post-hoc test was used to identify the differences in coping among various groups. Results: Religion, age of the children and performing school related work on the weekend were found to be significantly associated with role conflict. Gender was not found to influence role conflict in the present study. No significant association was found between role conflict and psychological well-being. Active coping, religion and use of emotional and instrumental support were the most commonly adopted coping mechanisms. Conclusion: Thus, teachers must be provided a friendly working environment and they must be motivated for their psychological well-being. Stress relieving sessions also would help in balancing the work life.",
author = "Megha Thakur and Varalakshmi Chandrasekaran and Vasudeva Guddattu",
year = "2018",
month = "7",
day = "1",
doi = "10.7860/JCDR/2018/31776.11738",
language = "English",
volume = "12",
pages = "VC01--VC06",
journal = "Journal of Clinical and Diagnostic Research",
issn = "2249-782X",
publisher = "Journal of Clinical and Diagnostic Research",
number = "7",

}

TY - JOUR

T1 - Role conflict and psychological well-being in school teachers

T2 - A cross-sectional study from southern India

AU - Thakur, Megha

AU - Chandrasekaran, Varalakshmi

AU - Guddattu, Vasudeva

PY - 2018/7/1

Y1 - 2018/7/1

N2 - Introduction: With mental strength being the requisite skill in this knowledge era, rather than physical strength, women seem to flood into every industry on par with men. This shift in the lives of women indeed gives them more confidence and opportunities to identify their assets, but also brings a challenge as they have to perform equally at home and at work. The attempt of working women to integrate, organize and balance the various problems and activities in their different roles simultaneously puts them under tremendous pressure. Aim: The present study endeavours to gain insight into role conflict and how it influences psychological well-being of school teachers. Materials and Methods: A cross-sectional study was conducted in the government, aided and unaided schools in Udupi, Karnataka. A total of 645 school teachers were interviewed using a self-administered questionnaire. Tools used were Netemeyer scale for role conflict, Brief COPE inventory for coping mechanism and GHQ-12 for assessing psychological well-being. Univariate and multiple logistic regression analyses were carried out to assess the association between role conflict and major variables in the study. Post-hoc test was used to identify the differences in coping among various groups. Results: Religion, age of the children and performing school related work on the weekend were found to be significantly associated with role conflict. Gender was not found to influence role conflict in the present study. No significant association was found between role conflict and psychological well-being. Active coping, religion and use of emotional and instrumental support were the most commonly adopted coping mechanisms. Conclusion: Thus, teachers must be provided a friendly working environment and they must be motivated for their psychological well-being. Stress relieving sessions also would help in balancing the work life.

AB - Introduction: With mental strength being the requisite skill in this knowledge era, rather than physical strength, women seem to flood into every industry on par with men. This shift in the lives of women indeed gives them more confidence and opportunities to identify their assets, but also brings a challenge as they have to perform equally at home and at work. The attempt of working women to integrate, organize and balance the various problems and activities in their different roles simultaneously puts them under tremendous pressure. Aim: The present study endeavours to gain insight into role conflict and how it influences psychological well-being of school teachers. Materials and Methods: A cross-sectional study was conducted in the government, aided and unaided schools in Udupi, Karnataka. A total of 645 school teachers were interviewed using a self-administered questionnaire. Tools used were Netemeyer scale for role conflict, Brief COPE inventory for coping mechanism and GHQ-12 for assessing psychological well-being. Univariate and multiple logistic regression analyses were carried out to assess the association between role conflict and major variables in the study. Post-hoc test was used to identify the differences in coping among various groups. Results: Religion, age of the children and performing school related work on the weekend were found to be significantly associated with role conflict. Gender was not found to influence role conflict in the present study. No significant association was found between role conflict and psychological well-being. Active coping, religion and use of emotional and instrumental support were the most commonly adopted coping mechanisms. Conclusion: Thus, teachers must be provided a friendly working environment and they must be motivated for their psychological well-being. Stress relieving sessions also would help in balancing the work life.

UR - http://www.scopus.com/inward/record.url?scp=85049495365&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85049495365&partnerID=8YFLogxK

U2 - 10.7860/JCDR/2018/31776.11738

DO - 10.7860/JCDR/2018/31776.11738

M3 - Article

VL - 12

SP - VC01-VC06

JO - Journal of Clinical and Diagnostic Research

JF - Journal of Clinical and Diagnostic Research

SN - 2249-782X

IS - 7

ER -