Stressors and Work-Family Conflict among Female Teachers in Urban Public Schools in Kenya

Autor/in	Muasya, Gladys
Titel	Stressors and Work-Family Conflict among Female Teachers in Urban Public Schools in Kenya
Quelle	In: South African Journal of Education, 40 (2020) 2, Artikel 1769 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Muasya, Gladys)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Urban Schools; Public Schools; Females; Women Faculty; Stress Variables; Family Work Relationship; Service Occupations; Parent Responsibility; Teacher Responsibility; Time; Fatigue (Biology); Work Environment; Marital Status; Age Differences; Teaching Experience; Geographic Location; Family Structure; Class Size; Kenya + Suchen Sie Ihr Suchwort? Ausland; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Weibliches Geschlecht; Frauenakademie; Weibliche Gelehrte; Dienstleistungsberuf; Lehrverpflichtung; Zeit; Fatigue; Ermüdung; Arbeitsmilieu; Familienstand; Age; Difference; Age difference; Altersunterschied; Familienkonstellation; Familiensystem; Klassengröße; Kenia
Abstract	In the study reported on here we sought to identify teaching and general stressors, and how they contributed to work-family conflict among female teachers in urban public schools in Kenya. A total of 375 female teachers with at least their youngest child not yet in primary school completed a survey of closed and open-ended questions. Role theory, stressors, and work-family conflict literature informed the study. The data were analysed using hierarchical regression and content analysis. Findings yielded some contradictory results suggesting that, while the work-family conflict is a universal construct, culture and socioeconomic factors likely influence the nature and the impact of stressors. That is, these teachers identified stressors not mentioned in previous Western literature and not captured by quantitative measures. For instance, the greatest stressor cited was domestic workers not being reliable. The study also indicated that disruptions in the normal flow of work was regarded as a stressor. In addition, a sick child, rather than its age, was regarded as a stressor. Theoretical and practical contributions of the study are provided. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01