BACKGROUND: Experiencing work-life balance is considered a health promoting resource. To counter-balance the negative development of teachers' work situation, salutogenic resources need to be examined among teachers. OBJECTIVE: To examine resources related to teachers' experience of their work-life balance. METHODS: Using a cross-sectional design, a questionnaire was distributed to 455 teachers in compulsory schools in a Swedish community. A total of 338 teachers participated (74%). A multiple linear regression method was used for the analysis. RESULTS: Four variables in the regression model significantly explained work-life balance and were thereby possible resources: time experience at work; satisfaction with everyday life; self-rated health; and recovery. The strongest association with work-life balance was time experience at work. Except time experience at work, all were individual-related. CONCLUSIONS: This study highlights the importance of school management's support in reducing teachers' time pressure. It also emphasizes the need to address teachers' individual resources in relation to work-life balance. In order to support teachers' work-life balance, promote their well-being, and preventing teachers' attrition, we suggest that the school management would benefit from creating a work environment with strengthened resources.
BACKGROUND: Experiencing work-life balance is considered a health promoting resource. To counter-balance the negative development of teachers' work situation, salutogenic resources need to be examined among teachers. OBJECTIVE: To examine resources related to teachers' experience of their work-life balance. METHODS: Using a cross-sectional design, a questionnaire was distributed to 455 teachers in compulsory schools in a Swedish community. A total of 338 teachers participated (74%). A multiple linear regression method was used for the analysis. RESULTS: Four variables in the regression model significantly explained work-life balance and were thereby possible resources: time experience at work; satisfaction with everyday life; self-rated health; and recovery. The strongest association with work-life balance was time experience at work. Except time experience at work, all were individual-related. CONCLUSIONS: This study highlights the importance of school management's support in reducing teachers' time pressure. It also emphasizes the need to address teachers' individual resources in relation to work-life balance. In order to support teachers' work-life balance, promote their well-being, and preventing teachers' attrition, we suggest that the school management would benefit from creating a work environment with strengthened resources.
Keywords:
Recovery; survey; teachers’ work environment; workplace health promotion
Authors: Maria Boström; Christina Björklund; Gunnar Bergström; Lotta Nybergh; Liselotte Schäfer Elinder; Kjerstin Stigmar; Charlotte Wåhlin; Irene Jensen; Lydia Kwak Journal: Int J Environ Res Public Health Date: 2019-12-28 Impact factor: 3.390