Relationship Between Work Family Conflict and Academic Performance Among Teachers Enrolled in Academic Programs: Perceived Social Support as Moderator
Keywords:
WFCS (Work-Family Conflict Scale), PSSS (Perceived social support scale), APS (Academic Performance Scale)Abstract
The aim of the present study was to examine the effects of work family conflict on academic performance and impact of perceived social support as moderator was also studied. Data was collected from teachers (N=222) who were enrolled in academic programs. Enrolled women teachers(n=111) and men teachers (n=111) were participated in this study and information was gained through different scales such as WFCS by (Netemeyer et al., 1996), Academic performance questionnaire by (McGregory, 2015) and PSSS by (Zimet,1988). Different statistical procedures were used for data analysis through SPSS. The research results revealed that work family conflict was negatively correlated with academic performance and perceived social support played significant moderator role between both variables. Moreover, findings showed no differences based on gender and family system regarding work family conflict and academic performance. The study was valuable for educational policymakers.
