Work/family interference and burnout among primary school teachers: the moderating role of emotional intelligence
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RESEARCH ARTICLE
Work/family interference and burnout among primary school teachers: the moderating role of emotional intelligence Arjun Chakravorty
. Pankaj Singh
Ó Indian Institute of Management Calcutta 2020
Abstract This paper draws on Hobfoll’s conservation of resources theory to examine the association of work interference with family (WIF) and family interference with work (FIW) with burnout among the primary school teachers in Chhattisgarh, India. The study also examines the moderating role of emotional intelligence (EI) in the relationship between work/family interference (WIF/FIW) and burnout. Data were collected from 713 teachers using a questionnaire survey. The study used partial least squares path modeling to test the proposed measurement and structural model. Findings reveal that WIF and FIW are positively associated with burnout. The association of WIF was found to be stronger than FIW with burnout. Moreover, EI was found to significantly moderate the associations of WIF and FIW with burnout. The research points toward practical ways of reducing burnout caused by WIF and FIW by recognizing EI as a potential personal resource to be developed through training and development for teachers. Using the conservation of resources theory, this study makes an early attempt to explore the moderating role of EI between WIF/FIW and burnout in primary school teachers in the Indian public education system. A. Chakravorty (&) P. Singh Indian Institute of Management, Raipur, India e-mail: [email protected] P. Singh e-mail: [email protected]
Keywords Burnout Work interference with family Family interference with work Conservation of resources theory Primary school teachers India
Introduction The World Health Organization (WHO) has recently classified burnout as an occupational syndrome in its 11th revision of the International Classification of Diseases (ICD-11). Burnout results from sustained unmanaged high work stress that is reflected in the form of exhaustion, cynicism, and reduced professional efficacy (WHO 2019). Research has shown that teaching has been recognized globally as one of the high-risk professional groups for burnout (Nizielski 2014). Teachers are under strain due to factors related to work environment, interpersonal issues with students and other stakeholders, and lack of incentives and recognition. Burnout not only affects work-andhealth-related outcomes but also impacts students’ development (Pu et al. 2017). It has been increasingly noted that, in contemporary society, work and family life are interwoven, especially with the increasing number of women joining the workforce. This has not only resulted in an increase in stress for women but for men also (Hobfoll and Shirom 1993). There has been a significant amount of research conducted on the interference
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between work and family roles under the umbrella term of work/family interference (Spector et al. 2007). This has been extended further with research on the impact of work/family interference
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