Relations of Work-Family Conflict with Workplace and Psychosocial Outcomes among University Teachers

Abstract

The main objective of this study was to explore the relationships between work-family conflict (WFC) and workplace outcomes (job stress and job satisfaction) as well as psychosocial outcomes (family satisfaction and life satisfaction) and to examine WFC's impact on job stress, job satisfaction, family satisfaction, and life satisfaction among university teachers in Bangladesh. A cross-sectional survey design was employed, utilizing quantitative techniques to gather and analyze data. Non-probability (convenience) sampling was used to select 463 faculty members from 16 public universities in Bangladesh. Established scales were adapted and validated (through confirmatory factor analysis using PLS-SEM) for the Bangladeshi context to measure work-family conflict, job stress, job satisfaction, family satisfaction, and life satisfaction. Data were analyzed using the Chi-square test, Pearson product-moment correlation, independent sample t-test, one-way between-group ANOVA, path analysis, and mediation analysis. The results indicated that the WFC of university teachers had significant positive correlation with job stress (r = .332, p < .01), but significant negative correlation with their job satisfaction (r = -.257, p < .01), family satisfaction (r = -.312, p < .01), and life satisfaction (r = -.287, p < .01). WFC of the teachers significantly increased their job stress (β = .363, t = 7.98, p < .001) with a small effect size (f2 = .152) and medium predictive power (Q2 = .125). WFC significantly decreased job satisfaction (β = -.168, t = 2.89, p = .004) and family satisfaction (β = -.331, t = 5.98, p < .001), with small effect sizes (f2 = .033 and .106, respectively) and weak predictive power (Q2 = .089 and .091, respectively). On the other hand, the effect of WFC on life satisfaction was fully mediated through both job satisfaction and family satisfaction. Also, the relationship between WFC and life satisfaction was fully mediated through the job stress-to-job satisfaction path, not the job stress-to-family satisfaction path. The study concludes that WFC was a significant predictor of decreased well-being among university teachers, emphasizing the need for institutional interventions to address WFC. These findings contribute to the existing literature by providing empirical evidence from the Bangladeshi context and underscore the importance of initiating supportive policies and programs to promote work-family balance among teachers in higher education institutions