Teachers’ Work-Family Conflict Questionnaire – Chinese Version

Description

Research on work-family conflict began to emerge in the 1960s. Different definitions of work-family conflict exist. Kahn et al. (1964) defined work-family conflict as “the demands of two or more roles occurring simultaneously in conflict with each other.” Greenhaus and Beutell (1985) suggested that work-family conflict is a manifestation of inter-role conflict, where role pressures from work and family domains are incompatible in certain aspects. This means that an individual’s limited time and energy cannot adequately meet the demands of both work and family roles, leading to difficulty in adjusting to the family role after fulfilling work responsibilities, and vice versa. Frone and Cooper (1992) classified work-family conflict into work interference with family conflict and family interference with work conflict. For example, excessive demands in the work domain might lead to insufficient investment in family, or dealing with excessive family matters could hinder performance at work. This opened new directions for research into work-family conflict. In summary, work-family conflict refers to the conflicts that individuals face while balancing work and family roles.

Authors and Contact Email

吴明霞 et al., 西南大学, information not available

Purpose

The purpose of the study is to investigate and measure work-family conflict among teachers.

Test Year

2009

Administration Method and Scoring

The Teachers’ Work-Family Conflict Questionnaire developed by Wu Mingxia et al. (2009) comprises two subscales: work interference with family and family interference with work, with each subscale containing 11 items, totaling 22 items. The scale uses a 5-point Likert scale where 1-5 corresponds to “never” to “always,” with higher scores indicating greater conflict.

Reliability and Validity

Information not available.

Factors and Subscales

– 工作干扰家庭 (Work Interference with Family)
– 家庭干扰工作 (Family Interference with Work)

Keywords

Work-family conflict, teachers, questionnaire, reliability, validity

Items in Chinese

A1. 家里的烦心事使我工作时心情不好。
A2. 我对待家人子女、父母或爱人的方式,会不知不觉用来对待学生,结果却不好。
A3. 工作上的事使我情绪不佳,容易把不良情绪带到家里去。
A4. 工作时间长,减少了我与家人孩子、父母或爱人团聚、共处的时间。
A5. 我会无意间用对待学生的方式用来对待家人,家人却不接受。
A6. 学校里遇到烦心事,回到家里情绪不佳,容易对家人发脾气,使得家人也不开心。
A7. 学校或学生的事情多,使我没时间尽家庭义务、分担家庭责任。
A8. 那些在工作中有效和必须的行为方式,用在家庭中达不到预期效果。
A9. 用来协调家庭关系的行为方式,我不自觉地用来处理工作关系,却达不到预期效果。
A10. 家里的事使我烦躁,这影响了教学效果。
A11. 下班回家后,我感到身心疲惫,无力再为家庭付出了。
A12. 工作中的事情使我心情不好,影响了家庭气氛。
A13. 对家人的关心照顾不够,感到歉疚,这影响了我的工作情绪。
A14. 我会无意间将教学中行之有效的行为方式用在家庭生活中,结果却适得其反。
A15. 开展家庭活动所用的行为方式,我会不自觉地用于教学中,效果却不佳。
A16. 工作一天下来,我已筋疲力尽,尽家庭义务、分担家庭责任对我来说是有心无力。
A17. 与家人闹矛盾,使我工作时情绪不好。
A18. 家里的事情需要花时间做,使我没时间参加有助于事业发展的活动。
A19. 家庭事务繁多,使我工作状态不佳。
A20. 我为家里的事费神,难以集中精力、专注于工作。
A21. 我对待学生的某些习惯方式,无意中用来对待家人,却不利于我成为好家长、好伴侣。
A22. 家庭事务繁杂,使我没有足够的时间来考虑教学上的事。

Items in English

A1. Family troubles make me feel bad while working.
A2. I tend to treat family members (children, parents, or partner) the way I treat students, but it doesn’t work well.
A3. Work issues make me feel bad, and I easily bring negative emotions home.
A4. Long working hours reduce the time I spend with my family (children, parents, or partner).
A5. I unintentionally treat my family the way I treat my students, which my family does not accept.
A6. Problems at school make me feel bad at home, and I easily lose my temper with family members, making them unhappy.
A7. Numerous responsibilities at school leave me no time to fulfill family duties and share household responsibilities.
A8. What works effectively and necessarily at work fails to achieve the desired effect in my family life.
A9. Approaches I use to coordinate family relationships unconsciously to handle work relationships do not yield the anticipated results.
A10. Family matters annoy me, affecting my teaching quality.
A11. After work, I feel exhausted and cannot contribute to my family any further.
A12. Issues at work negatively affect the family atmosphere.
A13. My insufficient care for family members makes me feel guilty and affects my work mood.
A14. I unintentionally apply effective teaching behaviors in family life, which backfires.
A15. The behaviors I use for family activities unconsciously apply to my teaching, yielding poor results.
A16. After a day’s work, I am so exhausted that it becomes impossible for me to fulfill family duties or share responsibilities.
A17. Conflicts with family members make me feel bad at work.
A18. Family obligations take up time, preventing me from engaging in activities that could benefit my career.
A19. Numerous family matters negatively affect my work status.
A20. I worry about family matters, making it hard to concentrate and focus on work.
A21. Some habitual behaviors I have towards students, I unintentionally apply to my family, which does not help me be a good parent or partner.
A22. Numerous family affairs leave me insufficient time to consider matters related to teaching.

References

Kahn et al. (1964), Greenhaus and Beutell (1985), Frone and Cooper (1992), 吴明霞 et al. (2009)