Job autonomy and work-life conflict: A conceptual analysis of teachers’ wellbeing during COVID-19 pandemic
With the shift toward online environments due to COVID-19 pandemic, particularly for educational sector, employees’ performance has been affected by an array of different factors. Personal aspects as well as organizational focus on individuals’ wellbeing are the main focus of this study through incl...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2022-07-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.882848/full |
| _version_ | 1818042768087318528 |
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| author | Sonia Khawand Pouya Zargar |
| author_facet | Sonia Khawand Pouya Zargar |
| author_sort | Sonia Khawand |
| collection | DOAJ |
| description | With the shift toward online environments due to COVID-19 pandemic, particularly for educational sector, employees’ performance has been affected by an array of different factors. Personal aspects as well as organizational focus on individuals’ wellbeing are the main focus of this study through inclusion of job autonomy and work-life conflict alongside other factors, such as informational support that can aid academic staff regarding their wellbeing during times of crisis. In response to the effects of COVID-19 on employees, this study aims to provide tangible data to protect university teachers during crises and establish key points that can improve their wellbeing. For this purpose, we used interviews to provide in-depth understanding of the subject. A total of 16 teachers as interviewees have provided qualitative data that was analyzed with MAXQDA (thematic network approach). This study highlights the importance of work-life conflict and vitality of job autonomy on academic staffs’ performance and overall wellbeing through a conceptual analysis. We emphasize the role of organizations in maintaining a work environment where university teachers’ wellbeing is prioritized and various elements such as training and support are used to help stabilizing work-life balance. The current findings can be beneficial for both scholars and decision-makers in schools and universities to enhance elements of remote work for their staff. |
| first_indexed | 2024-12-10T08:51:34Z |
| format | Article |
| id | doaj.art-4269f8d2bc3d478490736bc3ad6a7b6c |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-10T08:51:34Z |
| publishDate | 2022-07-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-4269f8d2bc3d478490736bc3ad6a7b6c2022-12-22T01:55:33ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-07-011310.3389/fpsyg.2022.882848882848Job autonomy and work-life conflict: A conceptual analysis of teachers’ wellbeing during COVID-19 pandemicSonia KhawandPouya ZargarWith the shift toward online environments due to COVID-19 pandemic, particularly for educational sector, employees’ performance has been affected by an array of different factors. Personal aspects as well as organizational focus on individuals’ wellbeing are the main focus of this study through inclusion of job autonomy and work-life conflict alongside other factors, such as informational support that can aid academic staff regarding their wellbeing during times of crisis. In response to the effects of COVID-19 on employees, this study aims to provide tangible data to protect university teachers during crises and establish key points that can improve their wellbeing. For this purpose, we used interviews to provide in-depth understanding of the subject. A total of 16 teachers as interviewees have provided qualitative data that was analyzed with MAXQDA (thematic network approach). This study highlights the importance of work-life conflict and vitality of job autonomy on academic staffs’ performance and overall wellbeing through a conceptual analysis. We emphasize the role of organizations in maintaining a work environment where university teachers’ wellbeing is prioritized and various elements such as training and support are used to help stabilizing work-life balance. The current findings can be beneficial for both scholars and decision-makers in schools and universities to enhance elements of remote work for their staff.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.882848/fulljob autonomywellbeingwork-family conflictwork-life balancequalitative analysisacademic staff |
| spellingShingle | Sonia Khawand Pouya Zargar Job autonomy and work-life conflict: A conceptual analysis of teachers’ wellbeing during COVID-19 pandemic Frontiers in Psychology job autonomy wellbeing work-family conflict work-life balance qualitative analysis academic staff |
| title | Job autonomy and work-life conflict: A conceptual analysis of teachers’ wellbeing during COVID-19 pandemic |
| title_full | Job autonomy and work-life conflict: A conceptual analysis of teachers’ wellbeing during COVID-19 pandemic |
| title_fullStr | Job autonomy and work-life conflict: A conceptual analysis of teachers’ wellbeing during COVID-19 pandemic |
| title_full_unstemmed | Job autonomy and work-life conflict: A conceptual analysis of teachers’ wellbeing during COVID-19 pandemic |
| title_short | Job autonomy and work-life conflict: A conceptual analysis of teachers’ wellbeing during COVID-19 pandemic |
| title_sort | job autonomy and work life conflict a conceptual analysis of teachers wellbeing during covid 19 pandemic |
| topic | job autonomy wellbeing work-family conflict work-life balance qualitative analysis academic staff |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.882848/full |
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