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Díaz-Lobo J., & Alarcón-Vásquez Y. (2024). Factors related to work-family balance in school and university teachers: a systematic review. Búsqueda, 11(2). https://doi.org/10.21892/01239813.734
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Abstract
The teaching profession, in both school and university settings, presents challenges in terms of work-life balance. The demands of the job, which include class preparation, student assessment, attention to individual needs, meetings with parents and colleagues, and ongoing professional development, can consume a great deal of time and energy. This can make it difficult to disconnect from work and devote quality time to family and personal life. In line with the above, this study aimed to categorize the results of research on work-family balance in elementary school and university teachers. Method: A systematic review was carried out, through the enunciation of Boolean equations, searching two databases (Scopus and WOS Clarivate). As results, studies were found aimed at: pandemic; gender, health; personal, family and work-associated variables; which account for the difficulties faced by teachers in articulating their family and work life. The research led to the conclusion that achieving a work-life balance is an invariable challenge for teachers, but it is possible to achieve it with appropriate strategies and support from the family, the educational institution and the community. It is important to understand that the physical and mental well-being of teachers are essentials for their professional practice and for the quality of the education they provide to their students.
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Anafarta, N. (2011). The relationship between work-family conflict and job satisfaction: A Structural Equation Modeling (SEM) Approach. International Journal of Business and Management, 6(4) 168–177.
Armenti, C. (2004). Women faculty seeking tenure and parenthood: Lessons from previous generations. Cambridge Journal of Education, 34(1), 65-83. doi:10.1080/0305764042000183133
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Banerji, A., Gjonbalaj, A., Hlatshwayo, S. y Van Le, A. (2018) Las mujeres asiáticas en el trabajo. Finanzas y Desarrollo, 12-17. https://www.imf.org/external/Pubs/FT/fandd/spa/2018/09/pdf/banerji.pdf
Barbosa, M. y Galembeck, E. (2022). Mapping research on biochemistry education: A bibliometric analysis. Biochemistry and Molecular Biology Education, 50(2), 201-215.
Basurto, V. y Yambay, J. (2023). Equilibrio trabajo-familia del docente universitario durante la emergencia sanitaria Covid-19, desde una perspectiva de género. Guayaquil-Ecuador. Revista Conrado, 19(94), 497-512.
Bauwens, R., Muylaert, J., Clarysse, E., Audenaert, M. y Decramer, A. (2020). Teachers’ acceptance and use of digital learning environments after hours: Implications for work-life balance and the role of integration preference. Computers in Human Behavior, 112.
Bhadana, J., Saxena, N. y Bhatia, A. (2022). Uttar Pradesh academics’ occupational stress, organisational work environment and work-life balance: A quantitative study. SA Journal of Human Resource Management, 20.
Bianchi, M. y Caso, D. (2022). Distance learning during Covid-19 pandemic: Italian teachers’ well-being and the role of age on ICT adoption. Italian Journal of Applied Statistics 33, 177-198.
Boix, S., Barrera, R., León, E. y Serrano, M. (2021). Conciliación trabajo-familia y salud psicosocial en los inicios del Covid-19. Un estudio piloto con profesores y no profesores. Perfiles educativos, 43(174), 26-41.
Campbell, M. (2019). RStudio Projects. Learn RStudio IDE: Quick, effective, and productive data science (pp. 39-48). Apress
Cho, H., Pyun, D. Y. y Wang, C. K. J. (2023). Teachers’ work-life balance: the effect of work-leisure conflict on work-related outcomes. Asia Pacific Journal of Education, 1-16.
Cisneros, Y. y Ramírez, M. (2009). Prevalencia de enfermedades en trabajadores académicos de una universidad pública según seguro de gastos médicos. Revista Salud de los Trabajadores, 17(2), 121-131.
Dabdub-Moreira, M. y Pineda-Cordero, A. (2015). La atención de las necesidades educativas especiales y la labor docente en la escuela primaria. Revista Costarricense de Psicología, 34(1), 43-58.
Decreto 1278 de 2002 [Ministerio de Educación Nacional]. Por el cual se expide el Estatuto de Profesionalización Docente. 19 de junio de 2002. https://www.mineducacion.gov.co/1621/articles-86102_archivo_pdf.pdf
Departamento Administrativo Nacional de Estadística (DANE). (2023). Perspectivas del mercado laboral desde el Registro Estadístico de Relaciones Laborales. DANE.
Demir, A. y Budur, T. (2023). Work–life balance and performance relations during Covid 19 outbreak: a case study among university academic staff. Journal of Applied Research in Higher Education, 15(2), 449-472.
Figueroa, A., Gilio, M. y Gutiérrez, V. (2008). La función docente en la universidad. Revista Electrónica de Investigación Educativa, 10(SPE), 1-14.
Fundación Española para la Ciencia y la Tecnología (2015). Percepción social de la ciencia y la tecnología 2014. Fecyt Innovación. https://www.fecyt.es/es/publicacion/percepcion-social-de-la-ciencia-y-la-tecnologia-2014
Garcés, M. (2017). Revisión teórica del conflicto trabajo familia en de docentes de instituciones de educación superior [Tesis de pregrado inédita]. Universidad de Especialidades Espíritu Santo. Repositorio Universidad de Especialidades Espíritu Santo. http://repositorio.uees.edu.ec/bitstream/123456789/1990/1/Paper%20MaJoseGarc%C3%A9s%20.pdf
Gómez, V., Perilla, E. y Hermosa, M. (2015). Moderación de la relación entre tensión laboral y malestar de profesores universitarios: papel del conflicto y la facilitación entre el trabajo y la familia. Revista Colombiana de Psicología, 24(1), 185-201. doi:10.15446/rcp.v24n1.42081
Görmüş, A. y Baytur, M. (2023). Distance education and work–family conflict during COVID-19: Evidence from Turkey for a gender-moderated model. International Review of Education, 69(5), 625-649.
Greenhaus, J. y Beutell, N. (1985). Sources of conflict between work and family roles. Academy of Management Review, 10, 76- 88.
Greenhaus, J. H. y Powell, G. N. (2006). When work and family are allies: A theory of work-family enrichment. Academy of Management Review, 31, 72-92. doi:10.5465/AMR.2006.19379625
Gu, Y., You, X. y Wang, R. (2020). Job demands and emotional labor as antecedents of female preschool teachers’ work-to-family conflict: The moderating role of job resources. International Journal of Stress Management, 27(1), 23.
He, C., Xiong, J. y Wei, H. (2024). Balancing acts: The impact of family-work conflict on autonomy support among Chinese kindergarten teachers. Early Education and Development, 34(8), 1877-1890.
Hiebert B. & Farber I. (1984). Teacher stress: literature survey with a few surprises. Canadian Journal of education, 9(1), 14-27
Hooper, A. (2020). “I’m a teacher, unofficially”: How home-based providers perceive and navigate their roles. Journal of Research in Childhood Education, 34(2), 223-237.
Hoter, E. y Rutlinger Reiner, R. (2023). Preventing academic burnout and ensuring the wellbeing of teachers returning to academic studies. Journal of Adult and Continuing Education, 29(1), 41-68.
İlter, İ. (2020). Exploring registered teachers’ attitudes towards postgraduate education. PAU Journal of Education, 49, 263-292.
Jain, K., Jain, A. y Bansal, A. (2023). Investigating demographic characteristics and work-life balance of the teachers of University of Delhi. International Journal of Indian Culture and Business Management, 28(3), 301-320.
Jan, N. A., Raj, A. B. y Subramani, A. K. (2022). Does smartphone affect work-life balance, stress and satisfaction among teachers during online education? International Journal of Management in Education, 16(4), 438-462.
Karakose, T., Yirci, R. y Papadakis, S. (2021). Exploring the interrelationship between Covid-19 phobia, work–family conflict, family–work conflict, and life satisfaction among school administrators for advancing sustainable management. Sustainability, 13(15).
Kotini-Shah, P., Man, B., Pobee, R., Hirshfield, L. E., Risman, B. J., Buhimschi, I. A. y Weinreich, H. M. (2022). Work–life balance and productivity among academic faculty during the Covid-19 pandemic: A latent class analysis. Journal of Women's Health, 31(3), 321-330.
Lakkoju, S. (2020). Work–life satisfaction in academia: myth or reality? Decision, 47(2), 153-176.
Laurijssen, I., Verbeylen, J., Mullens, F. y Lemblé, H. (2024). The trap of flexibility in ‘family-friendly’ Professions: Assessing teachers’ quality of family time through temporal indicators. Journal of Child and Family Studies, 33, 2887-2899.
Levkovich, I. y Gada, A. (2020). The weight falls on my shoulders”: Perceptions of compassion fatigue among Israeli preschool teachers. Asia-Pacific Journal of Research in Early Childhood Education, 14(3), 91-112.
Lendák-Kabók, K. (2020). Women’s work–life balance strategies in academia. Journal of Family Studies, 28(3), 1139–1157. https://doi.org/10.1080/13229400.2020.1802324
Leo, A., Holdsworth, E., Wilcox, K., Khan, M., Ávila, J. y Tobin, J. (2022). Gendered impacts of the Covid-19 pandemic: A mixed-method study of teacher stress and work-life balance. Community, Work & Family, 25(5), 682-703.
Liu, W., Wang, Y. y Yao, H. (2024). Relationship between teachers’ workaholic characteristics and emotional exhaustion–the mediating role of work-family conflict and work efficacy and the moderating role of teaching age. Current Psychology, 43, 23793-23814.
Loscalzo, Y. (2021). The impact of workaholism and work engagement on distant learning and work-family conflict during the Covid-19 lockdown. Amfiteatru Economic, 23(58), 752-769.
MacDonald, M. y Hill, C. (2022). The educational impact of the Covid-19 rapid response on teachers, students, and families: Insights from British Columbia, Canada. Prospects, 51(4), 627-641.
Matsuo, M., Tanaka, G., Tokunaga, A., Higashi, T., Honda, S., Shirabe, S., Yoshida, Y., Imamura, A., Ishikawa, I. y Iwanaga, R. (2021). Factors associated with kindergarten teachers’ willingness to continue working. Medicine, 100(35).
Matthews, R. A., Wayne, J. H., Smith, C., Casper, W. J., Wang, Y. R. y Streit, J. (2022). Resign or carry‐on? District and principal leadership as drivers of change in teacher turnover intentions during the COVID‐19 crisis: A latent growth model examination. Journal of Occupational and Organizational Psychology, 95(3), 687-717.
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G. y Group P. (2009). Preferred reporting items for systematic reviews and meta-analyses: The Prisma statement. BMJ, 339. https://doi.org/10.1136/bmj.b2535
Monroy-Castillo, A. y Juárez-García, A. (2019). Factores de riesgo psicosocial laboral en académicos de instituciones de educación superior en Latinoamérica: una revisión sistemática. Propósitos y Representations, 7(3), 248-260.
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