Mediation of work-and-family conflict in the relationship between social-and-organizational support and teaching self-efficacy: The case of parent-teachers working remotely

Eyal Rabin, Shira Goldberg, Ina Blau

Research output: Contribution to journalArticlepeer-review

Abstract

In times of crisis (e.g., during the COVID-19 pandemic), teachers face the dual responsibility of caring for their own children, while adapting to remote instruction. This study explores the interplay between social and organizational support, teaching self-efficacy, and the mediating effect of work-family conflict in remote teaching. The participants were 472 teachers who are parents of children aged 0–12. This mixed-methods study revealed that low levels of family-work and work-family conflict were associated with higher levels of social and organizational support, and teaching self-efficacy. A mediation effect revealed that social and organizational support predicted family-work conflict, which in turn predicted teaching self-efficacy. Qualitative findings highlighted the challenges and coping strategies used while working remotely. This research enhances our understanding of the work-family conflict encountered by parent-teachers, with important implications for teacher education. Such understanding facilitates effective management of family-work conflict during remote work, future epidemics, military conflicts, or natural disasters.

Original languageEnglish
JournalEducation and Information Technologies
DOIs
StateAccepted/In press - 2024

Bibliographical note

Publisher Copyright:
© The Author(s) 2024.

Keywords

  • COVID-19 pandemic
  • Parent-teachers
  • Remote work
  • Self-efficacy
  • Social and organizational support
  • Work and family conflict

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