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Teacher stress and work-family conflict: examining a moderation model of psychological capital.

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Title: Teacher stress and work-family conflict: examining a moderation model of psychological capital.
Authors: Toprak, Mustafa1 mtoprak00@gmail.com, Tösten, Rasim2, Elçiçek, Zakir3
Source: Irish Educational Studies. Dec2024, Vol. 43 Issue 4, p627-643. 17p.
Subject Terms: *Psychology of teachers, Job stress, Family-work relationship, Descriptive statistics, Empirical research
Abstract: Schools are becoming more stressful work environments, and teachers are becoming more vulnerable to job-related stress because of innovation overload, high job demands, and work-family conflict (WFC). Enhancing teachers' psychological capacities may prove helpful in managing stress under such work conditions. While past research has focused on the relationship between WFC and stress, there is limited empirical evidence in the education context on the effect of psychological capital (PsyCap) on changing the magnitude of (moderating) the interplays between WFC and stress. Therefore, this study investigates the moderation effect of teachers' positive PsyCap on the relationship between teachers' WFC and job stress. We adopted a quantitative research method and collected data from a randomly selected sample of 385 teachers in Siirt, a city in the South-East region of Turkey. Data were analyzed through descriptive, correlation, and hierarchical moderated regression statistics. Results indicated that WFC increases teachers' job stress, and PsyCap moderates the relationship between WFC and job stress by mitigating the effects of WFC on teachers' job stress. [ABSTRACT FROM AUTHOR]
Copyright of Irish Educational Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Teacher stress and work-family conflict: examining a moderation model of psychological capital.
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  Data: <searchLink fieldCode="AR" term="%22Toprak%2C+Mustafa%22">Toprak, Mustafa</searchLink><relatesTo>1</relatesTo><i> mtoprak00@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Tösten%2C+Rasim%22">Tösten, Rasim</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Elçiçek%2C+Zakir%22">Elçiçek, Zakir</searchLink><relatesTo>3</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Irish+Educational+Studies%22">Irish Educational Studies</searchLink>. Dec2024, Vol. 43 Issue 4, p627-643. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Psychology+of+teachers%22">Psychology of teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Job+stress%22">Job stress</searchLink><br /><searchLink fieldCode="DE" term="%22Family-work+relationship%22">Family-work relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Empirical+research%22">Empirical research</searchLink>
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  Label: Abstract
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  Data: Schools are becoming more stressful work environments, and teachers are becoming more vulnerable to job-related stress because of innovation overload, high job demands, and work-family conflict (WFC). Enhancing teachers' psychological capacities may prove helpful in managing stress under such work conditions. While past research has focused on the relationship between WFC and stress, there is limited empirical evidence in the education context on the effect of psychological capital (PsyCap) on changing the magnitude of (moderating) the interplays between WFC and stress. Therefore, this study investigates the moderation effect of teachers' positive PsyCap on the relationship between teachers' WFC and job stress. We adopted a quantitative research method and collected data from a randomly selected sample of 385 teachers in Siirt, a city in the South-East region of Turkey. Data were analyzed through descriptive, correlation, and hierarchical moderated regression statistics. Results indicated that WFC increases teachers' job stress, and PsyCap moderates the relationship between WFC and job stress by mitigating the effects of WFC on teachers' job stress. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Irish Educational Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/03323315.2022.2135564
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        Text: English
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        Type: general
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      – SubjectFull: Family-work relationship
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              M: 12
              Text: Dec2024
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