Master of Arts (MA)
In the present study, various gaps in the work-family literature were addressed by investigating the moderating influence of family life stage on work-family specific support from organizations, supervisors, and coworkers as it relates to work-family conflict. Family life stage was also proposed to moderate the relationships between work-family conflict and work-related outcomes (i.e., turnover intentions and work engagement). Additionally, work-family research has often been criticized for its propensity to sample across occupations in a single study, resulting in a need to study work-family conflict in specific careers. For this reason, elementary school teachers were the focus of this study, as teachers often work in challenging and stressful environments. Path analysis was used to test the proposed conceptual model and hypotheses; MANOVAs and multiple regressions were conducted to answer the research questions pertaining to family life stage. The majority of hypotheses were supported and family life stage was found to affect the strength of many of the relationships proposed in the model. Of interest though, family-supportive organization perceptions were found to be instrumental in reducing work-family conflict in all family life stages. Also, high work-to-family conflict was significantly related to turnover intentions for teachers with children living at home, whereas teachers without children in the home thought of turning over as a result of family-to-work conflict. In conclusion, the study identified key paths and associations that might aid schools and teachers struggling to balance work and family demands as a function of family life stage.
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Trout, Rachel C., "Putting family back in work-family conflict: the moderating effect of family life stage on the work-family interface" (2012). LSU Master's Theses. 3051.
Matthews, Russell A.