Social Science Review

 

Assessing the Work-Family Dilemma: A Comprehensive Study on Work-Family Conflicts among Married Teachers of Public Universities in Bangladesh   Muhammad Rabi Ullah1,[*]   1 Associate Professor and Chairman, Department of Economics, Gopalganj Science and Technology University, Gopalganj-8100, Bangladesh

 

Keywords		Abstract
Work-family Conflict, Job Satisfaction, Life Satisfaction, University Teachers, Hypothesis Testing, Bangladesh		Work-family conflict (WFC) affects people of all countries and cultural backgrounds. However, in diverse communities characterized by distinct cultures, the kind and measure are likely to differ. This study delves into the intricate dynamics of work-family conflicts married teachers’ face in the ever-changing setting of Bangladeshi public universities. The study adopts a mixed methods approach, incorporating surveys, statistical analysis, and in-depth interviews (IDI), to acknowledge the complex relationship between work and family obligations. An online based Google survey and a simple random sampling technique have been employed to obtain the data. Analysis of variance (ANOVA), correlation, and independent sample t-test were employed to assess the data. In order to gain a comprehensive understanding of the challenges that married teachers encounter, we surveyed 120 respondents from various public institutions, occupations, and demographic backgrounds for the quantitative data, and we conducted 22 in-depth interviews for the qualitative data. Our study shows male and female teachers experience work-family difficulties due to excessive workloads, long hours, and rigid work schedules. Furthermore, the average scores for work-family conflict, life happiness, and job satisfaction are 49.63 ± 13.15, 15.19 ± 4.63, and 3.45 ± 0.74, respectively. The results showed a negative association between work-family conflict and life satisfaction and job satisfaction. Satisfaction with one's work life correlates positively with general well-being. The results strongly recommend flexible work schedules, family support programs, and efforts to address the specific challenges married teachers face, which have policy implications for organizations.

 

 

Introduction

Work and family are the two most important parts of everyone's lives, and each occupies a person's time and energy in its own unique way. Issues arise, however, because the roles anticipated in these two realms aren't necessarily congruent (Ahmad et al., 2020). The more time and energy people put into their jobs, the less time and energy they have for their families. Because of the complexity of juggling work and family life, work-family conflicts (WFC) have recently become an important topic of study. This is particularly true for professionals. Both the quality of life and the nature of work have been negatively impacted by globalization. Pressure and stress on working people are steadily rising. Problems will arise when these demands and responsibilities grow (Gupta et al., 2021). Moreover, there is a strong correlation between the three ideas of life satisfaction, job satisfaction, and work-family conflict. Managing work and family responsibilities is a unique issue for teachers, among other professional groups, because of the vital role they play in society (Islam & Rahman, 2021). Since higher education is becoming more important in Bangladesh, it is crucial to study the causes and effects of work-family problems experienced by married educators in this nation. There is a large faculty at Bangladesh's public universities, which are centers for both academic excellence and the spread of new information. This research focuses particularly on married teachers working in these settings because it acknowledges the complex realities of their lives and the difficulties they face between work and family. 

 

According to Rotondo and Kinsaid (2008), there is a dual nature of work-family conflict. There are two types of conflict: family conflict and work family conflict. Because of their reciprocal relationship, WFC and FWC can influence each other. The level of family conflict influences occupational actions, which in turn causes work-family conflict (WFC), creating a vicious cycle. Work-related variables can make family roles conflict with work roles. The work flow diagram (WFC) is the primary topic of this article. The individual, his or her family, and the employer are all negatively impacted by work-family conflicts. "a form of multiple conflicts in which the role pressures of the work and family domains are mutually incompatible in some respects" (Greenhaus & Beutell, 1985) describes work-family conflict (WFC). Conflict between work and family life arises when there is a misalignment between the expectations of the two. It happens, in other words, when the pressures of one job interfere with one's capacity to excel in another, other endeavor. A person experiences work-family conflict (WFC) when the demands of their work and family responsibilities are conflicting, making it difficult for them to fully engage in both.

 

A greater emphasis on research and intellectual pursuits, an uptick in student enrollment, and a greater demand for excellent education have all contributed to significant changes in Bangladesh's education sector in the past few years. Married professors in particular may encounter complex issues stemming from the overlap of their professional and personal lives as public colleges attempt to satisfy these demands. Greenhaus and Beutell (1985) and Netemeyer, Boles, and McMurrian (1996) are just two examples of the researchers who have shown that work-family conflicts can take many shapes. People's health, happiness on the workplace, and productivity can all take a hit when these disagreements arise. Problems between work and family life can have an especially negative impact on married educators, who are often responsible for both their academic careers and their families (Kashif et al., 2023).

 

Few studies have examined married teacher’s experiences within the setting of public universities in Bangladesh, despite the well-recognized importance of studying work-family issues generally (Akkas et al., 2015; Akter et al., 2019). This research aims to fill that void by investigating the stresses and coping mechanisms experienced by married teachers, as well as the nature of work-family conflicts among this demographic in Bangladesh. It will then provide ways for reducing the impact of these conflicts within this specific cultural and social setting.

 

1.1 OBJECTIVES OF THE STUDY 

The present study is aimed at understanding the natures of work-family conflicts on married teachers among the public universities of Bangladesh. However, the specific objectives are given below:

1. To assessing the sources of work-family conflict (WFC) for the married teachers employed in public universities in Bangladesh;
2. To explore the relationship of work-family conflict (WFC) with job satisfaction on the married faculty members working in different public universities of Bangladesh;
3. To examine the association of work family conflict with the job changing intentions of the married teachers working in the different public universities of Bangladesh.

 

Literature Review

Work-family conflict (WFC) affects people of all nationalities and cultural backgrounds. The kind and degree, however, are likely to vary across culturally distinct communities. 

 

Akkas et al. (2015) investigated the causes of female employees' WFC in Bangladeshi academic institutions, commercial banks, and government agencies. Employees, their families, and businesses are all hit hard by WFC, which is a prevalent problem. In traditional societies like Bangladesh, it is harsher for female employees than male ones. The number of working women has been rising slowly but steadily over the previous several decades. The demands of both the home and the workplace are putting working women in a difficult position. Long working hours, job inflexibility, work overload, child care responsibilities, age of children, dependent care responsibilities, workplace discrimination, insufficient supervisory support, autocratic management style, insufficient family support, and the lack of husband's support are the main variables responsible for WFC, according to the study. 

 

Three types of causes were responsible for WFC: those pertaining to the workplace, the family, and the individual. Personal problems at home might spill over into one's professional life if one has trouble communicating with family members or receives minimal help and support from those closest to them. Focusing one's whole attention on work while dealing with a terrible familial situation is challenging. Mental health (depression, marriage satisfaction, life happiness), professional success (work satisfaction, organizational commitment, burnout, and turnover), and marital and life satisfaction are some of the dysfunctional outcomes that this WFC variation affects, according to research (Aminah Ahmed 2008). 

 

Nowadays, there is a worrying trend of a growing imbalance between the professional and family lives of university teachers. Many educators, according to the findings of several studies, believe that a healthy work-life balance increases their dedication to their institution. The subject of how work-life balance affects educators' dedication to their organizations is undoubtedly addressed by this research. Additionally, in order to generalize the results of the WFC, additional research is needed to examine the effects of work-life balance among all stakeholders in an organization (Akter et al., 2019).

 

Jahan Priyankha et al. (2022) investigated that engineer had more work-family conflict (WFC) when it came to life happiness, whereas doctors and university professors had more work-family conflict (FWC) when it came to job satisfaction and FWC when it came to life satisfaction overall. According to the study, WFC, FWC, work satisfaction, and life satisfaction were significantly affected (p < 0.05) by control variables such gender identification, reported number of children, marital status, education level, and subscribed religion. 

 

According to Bhagat (2003), there are numerous reasons why diminished job engagement, bad performance, and low job satisfaction will inevitably result in absenteeism and turnover. Teachers experience work-family conflict due to the time and energy required to do two jobs at once, according to research by Duxbury et al. (2001). 

 

A study by Nadeem and Metcalf (2007) found that work-family conflict describes the tension that arises when personal and professional responsibilities collide. The origins of the phrase are far back in time. The term "job" was not widely used during the time of the barter system. Working wasn't seen as a path to a better life, but as a need.

 

Aminah Ahmad (2008) identified three categories of factors such as job-related, family-related and individual-related cause WFC. Individuals who experience difficulties with partners or children or receive little support and aid from their families may find that their family stress intrudes into their work life. It is difficult to give oneself fully to work when preoccupied with a stressful family situation. 

 

Research on WFC has found that this variant influences a variety of dysfunctional outcomes, including psychological well-being — depression, marital contentment, and life happiness, job satisfaction, organizational commitment, burnout, and turnover. It appears that there are differences among countries in the prevalence of work-family conflict and work-family enhancement (Bianchi et al., 2006).

 

Theoretical Framework and Hypothesis Development 

The theoretical foundation of understanding the interplay between work-family conflicts, job satisfaction, and life satisfaction among married teachers in the public universities of Bangladesh draws upon several key frameworks and concepts.

 

Work-Family Conflict (WFC) Theory:

Work-family conflict theory, as proposed by Greenhaus and Beutell (1985), suggests that individuals often face challenges in managing the demands of their work and family roles. This theory identifies three types of conflicts: time-based, strain-based, and behavior-based conflicts. For married teachers, balancing the demands of teaching responsibilities with familial obligations can result in varying degrees of WFC, impacting their overall satisfaction.

 

 

Job Demands-Resources (JD-R) Model:

The JD-R model (Demerouti et al., 2001) posits that job demands and resources can influence employee well-being and job outcomes. In the context of married teachers, the demands of academic roles may act as stressors, while supportive resources, such as autonomy and collegial support, may mitigate job dissatisfaction and contribute to overall life satisfaction.

 

Social Exchange Theory:

Social exchange theory of Blau, (Kisserling, 2019) emphasizes the reciprocity of social interactions. In the context of work-family conflicts, married teachers may engage in a social exchange where the benefits of their job (e.g., salary, career advancement) are weighed against the costs (e.g., time away from family). Understanding this dynamic is crucial for comprehending job and life satisfaction.

 

Role Theory:

Role theory (Katz & Kahn, 1978) explores how individuals enact various roles in their lives. For married teachers, the dual roles of educator and spouse/parent can lead to role conflicts. Balancing these roles is essential for maintaining satisfaction both in their professional and personal lives. The cultural context of Bangladesh, with its strong family values and societal expectations, plays a pivotal role in shaping work-family dynamics. Cultural values may influence how married teachers navigate their roles, impacting their job and life satisfaction.

 

Job Satisfaction and Life Satisfaction Theories:

Theories of job satisfaction by Locke (Tian, 2021) and life satisfaction (Diener & Diener, 1995) provide foundational concepts for understanding the subjective experiences of individuals. The contentment derived from work and life domains is interconnected, and factors influencing one domain may impact the other. This model suggests that experiences in one domain (work or family) can spill over into the other. For married teachers, conflicts or satisfaction in the workplace may affect family life and vice versa, influencing overall life satisfaction.

According to the COR theory, individuals always want to maintain, protect and construct the resources that they feel are valuable. If these resources are threatened by loss, they will feel pressure (Qu & Zhao, 2012). For individuals, when they encounter conflict between work and family, they will inevitably consume their own resources to cope with the conflict. Individuals are aware of the continuous loss of their own resources, without the replenishment of resources (Mitchel et al., 2011). Life satisfaction refers to an individual’s overall evaluation of his/her life quality (Bragger et al., 2005), which influenced by life experience, interpersonal relationship, family environment, demographic factor (e.g., gender) (Kates, 2007), and the relationship between work and family (Diener & Diener, 1995). Studies exploring conflict and life satisfaction show that both types of work-family conflict have a significant negative correlation with life satisfaction (Tian, 2021).   Therefore, we propose that:

 

H₁: Work interfering with family (WIF) is negatively related to job satisfaction and life satisfaction.

H₂: Family interfering with work (FIW) is negatively related to job satisfaction.

H₃: Work interfering with family (WIF) is positively and directly related to turnover intentions to job.

 

Methodology of the Study

Methodology refers to the set of rules, regulations, and assumptions that make up a field's approach to research. It is the systematic and theoretical examination of research methods. As a set of rules for how to approach and solve problems, a solid methodology is essential. Each step, procedure, assignment, method, technique, and tool is part of it. Findings were analyzed using a mix of quantitative and qualitative techniques. Using mixed techniques, which combine quantitative and qualitative approaches, researchers can delve more deeply into study topics (Tashakkori & Creswell, 2007). Considering the study environment and real-world scenarios, this should be considered in a specific case.

 

Research Design

The study has adopted a mixed-methods research design to provide a comprehensive exploration of the natures of work-family conflicts among married teachers. This approach involves both quantitative surveys and qualitative interviews to gather a nuanced understanding of the challenges faced by married teachers in public universities in Bangladesh.

 

Participants and Sample Size Determination

The participants for this study have selected from five public universities in Bangladesh (e.g: Bangabandhu Sheikh Mujibur Rahman Science and Technology University, Gopalganj-8100, Mawlana Bhashani Science and Technology University, Dhaka University, Jahangirnagar University, Jagannath University). We have gathered a total of 120 people from the five selected public universities teachers who responded to the survey. 22 in-depth interviews were done to support the findings and to help find and obtain a personal interview utilizing stage sampling and a standardized questionnaire²

 

The standard deviation from ANOVA table of pilot study show the population variability is about 20 percent or 0.20 and the Z_α/2 is 1.96 and the error in precision is α= 5% so the desired sample size, n=120. Following formula shows the result:

    
  

 

 

The error could be found by back calculation:

  = 0.05 = 5% 

 

Based on the questionnaire of this study collected and used the data related to (1) the effect of work on family life, (2) job satisfaction, and (2) the job changing intension. Five-point likert-scale used in the questionnaire, consisted of six items for each dimension of work-family conflict. Job satisfaction was measured using six items.  All data have converted to natural logarithm to find out uniformity of data for final use.

 

Data Collection Process: The data was collected through the structural questionnaire on married teachers of different public universities in Bangladesh. I have collected data some with face to face and some other via email through sending questionnaires.

 

Quantitative phase

1. Survey Instrument: The quantitative data will be collected using a structured survey questionnaire. The questionnaire will include validated scales to measure work-family conflicts, job satisfaction, and life satisfaction. 
2. Variables: Key variables include demographics, work-related factors, family-related factors, work-family conflicts, coping strategies, job satisfaction, and life satisfaction. 

 

Sampling Procedure

Random sample of married teachers have gathered to participate in the online survey. Informed consent obtained, and anonymity have assured.

 

Qualitative phase

1. Interview Design: Semi-structured interviews have conducted with a subset of participants to explore their experiences in-depth. The interview guide has covered themes such as specific work-family conflicts, coping mechanisms, and suggestions for improvement. 
2. Sampling Procedure: Participants for the qualitative phase have purposefully selected based on their survey responses to ensure diversity in experiences and perspectives. 
3. Data Collection: Interviews have conducted face-to-face or virtually, recorded with consent, and transcribed for analysis.

 

Data processing and analyzing 

Statistical Package for the Social Sciences (SPSS) was used to analyze the coded quantitative data collected from the surveys (Excel file). After collecting descriptive statistics for every question, the analysis moves on to distill the most important features of the data. Processing the data is the first step in analyzing and interpreting it using statistical approaches such as frequency distribution and percentage measures. Examining the links between work-family conflicts, job satisfaction, and life satisfaction has been done using descriptive statistics, correlation analysis, and regression analysis. Qualitative interview data has been analyzed using thematic analysis to reveal recurring ideas and variations.

 

Ethical Considerations

The study had adhered to ethical guidelines, ensuring participant confidentiality, informed consent, and voluntary participation. Ethical approval has obtained from relevant institutional review boards.

 

Data Triangulation

The integration of quantitative and qualitative findings has carried out to provide a comprehensive understanding of the natures of work-family conflicts among married teachers, enriching the validity and reliability of the study.

 

 

Data Analysis And Finding 

This section depicts data analysis and interpretation of results. The primary data were collected from 120 respondents. The data were coded, screening, cleaning and analyzed with appropriate statistical analysis using S.P.S.S version 26. This study was mainly a quantitative methodology based. For quantitative section, survey was used to collect the data. Since the nature of maximum data was categorical, statistical tests used in this study include frequency distribution, one-way anova test, multinominal regression test and chi-square test to fulfill the assigned objectives. Mainly analysis was assigned based on the objectives of the study.

 

Profile of the Respondents

The participants of the study were both male and female. The total number of respondents were 120 and the ratio was similar. This study consisted respondents of different gender, job location, job position, marital status, income and age. The following table and figures showed the demographic characteristics of respondents.

 

Table 01: Socio-demographic Characteristics of the Respondents.

 

The above table showed that 50% of the respondents were female and male respectively. Maximum respondents were from MBSTU (25%); 24.2% respondents from JnU; 20.8% respondents from JU and rest were from DU (14.2%) and 15.8% from BSMRSTU.  About job position 42.5% teachers were assistant professor; 25.8% were associate professor; 20.8% were lecturer; 10% were professor and only 0.8% were adjunct lecturer. About marital status 77.1% respondents were married. 11.9% respondents were separated. Almost 42.5% of respondents have 2-4 siblings; 32.5% respondents have 1 sibling and 23.3% respondents don’t have sibling.  29.2% respondents had monthly income within 51000-65000. Rest has monthly income of 360000-50000 tk. (24.2%) and lastly 22.5% of respondents has income of 20000-350000.

 

Figure 01: Job Location of the Teachers.

 

The above figure visualized the job location of respondents. Respondent’s job location is a major attribute of the data analysis and the nature of the data was nominal based. Frequency and percentage were used as the factors of job location. Maximum number of respondents were belonging to MBSTU and they had covered 25% of the total respondents. The lowest number of respondents were from DU and they hold only 14.2% of the total respondents. Besides, 24.2% respondents were JnU and their frequency were 29. Lastly, 20.8% and 15.8% respondents were selected from JU and BSMRSTU university respectively.

 

Table 02: Sources of Work-Family Conflict from Male Perspectives. 

Sex	Job Location	Variables	Frequency	Percentage (%)
MALE	Bangabandhu Sheikh Mujibur Rahman Science and Technology University, Gopalganj-8100	Heavy workload at the university	5	41.7
		Long working hours	3	25.0
		Inflexible work schedule	2	16.7
		Spousal/ Partner's demands	1	8.3
		Mental pressures	1	8.3
		Total	12	100.0
	Mawlana Bhashani Science and Technology University	Heavy workload at the university	7	46.7
		Long working hours	3	20.0
		Inflexible work schedule	3	20.0
		Spousal/ Partner's demands	2	13.3
		Total	15	100.0
	Dhaka University	Heavy workload at the university	5	50.0
		Long working hours	2	20.0
		Inflexible work schedule	1	10.0
		Spousal/ Partner's demands	2	20.0
		Total	10	100.0
	Jahangirnagar University	Heavy workload at the university	2	16.7
		Long working hours	1	8.3
		Inflexible work schedule	4	33.3
		Spousal/ Partner's demands	3	25.0
		Mental pressures	2	16.7
		Total	12	100.0
	Jagannath     University	Heavy workload at the university	2	18.2
		Long working hours	2	18.2
		Inflexible work schedule	3	27.3
		Spousal/ Partner's demands	2	18.2
		Mental pressures	2	18.2
		Total	11	100.0

               

Sources of WFC varies from gender and job location perspectives. Particularly, present work situation is a major predictor for WFC. Among the selected universities and from male perspectives heavy workload at the university is the major indicators of WFC. Secondly long working hours and thirdly maximum teachers selected inflexible work schedule as the indicators of WFC. Fourthly spousal partner’s demands were proclaimed as the sources of WFC. Besides, other proclaimed mental pressures as the sources of WFC. One of our respondents Mr. Solaiman (pseudonym) had shared his opinions:     

        

 “Although many married educators had idealistic ideals of their work, the reality is very different. They faced challenges managing the responsibilities of both parents and educators. Due to work-family conflict, the largest number of married teachers was in the dumps. There was a lot of work-family hassle because of things like administrative pressure, working from home, having an inflexible work schedule, demands from a spouse, mental pressures, and other similar factors”. 

 

 

 

 

 

Table 03: Sources of WFC from Female Perspectives.

Sex	Job Location	Variables	Frequency	Percentage (%)
FEMALE	Bangabandhu Sheikh Mujibur Rahman Science and Technology University, Gopalganj-8100	Heavy workload at the university	2	28.6
		Long working hours	1	14.3
		Mental pressures	4	57.1
		Total	7	100.0
	Mawlana Bhashani Science and Technology University	Heavy workload at the university	4	26.7
		Long working hours	4	26.7
		Inflexible work schedule	6	40.0
		Spousal/ Partner's demands	1	6.7
		Total	15	100.0
	Dhaka University	Heavy workload at the university	3	42.9
		Inflexible work schedule	3	42.9
		Spousal/ Partner's demands	1	14.3
		Total	7	100.0
	Jahangirnagar University	Heavy workload at the university	4	30.8
		Long working hours	2	15.4
		Inflexible work schedule	2	15.4
		Spousal/ Partner's demands	4	30.8
		Mental pressures	1	7.7
		Total	13	100.0
	Jagannath     University	Heavy workload at the university	5	27.8
		Long working hours	4	22.2
		Inflexible work schedule	4	22.2
		Spousal/ Partner's demands	2	11.1
		Mental pressures	3	16.7
		Total	18	100.0

Sources of WFC varies from gender and job location perspectives. Particularly, present work situation is a major predictor for WFC. Among the selected universities and from female perspectives heavy workload at the university is the major indicators of WFC. Secondly inflexible work schedule and thirdly maximum teachers selected long working hours as the indicators of WFC. Besides other proclaimed mental pressures as the indicators of WFC. Ramaiya (pseudonym) an Associate Professor from Dhaka University shared her deepest feelings towards work family conflict (WFC):

 

“Due to the heavy workload of department and faculty, she always remained worried about her family’s work. Sometimes she yelled at family members for a heavy workload, long working hours, and extraversion ability to maintain proper socialization for her children”.

 

Table 04: Chi-Square Test for relationship between Variables

 

The above table illustrated the association of family accommodation and bringing work-related stress. 12.8% respondents who lives with family members bring work-related stress from work. Again 31% respondents who doesn’t live with family members bring work-related stress from work.  The chi-square value is 8.582 and p-value is 0.035. Since p-value is <0.035 so there remains association between family accommodation and bringing work-related stress. 

 

The above table illustrated the association of current job location and spending enough time with family. 46.3% respondents from urban areas had spent enough time with family. Again 39.5% respondents from rural areas had spent enough time with family. The chi-square value is 0.497 and p-value is 0.481. Since p-value is >0.05 so there remains no association between job location and satisfaction level.

 

Liza Akhter (pseudonym) had recently joined BSMRSTU as a lecturer. This is her story to grab the situation: “Though she pretended to be happy to get a job due to familial problems, she had lost her cravings. She couldn’t spend time with her family. Work and project load, distance workplace, time-limitations, and interpersonal issues were prominent reasons for her absence from her family role”.

 

     Rafin Zaman (pseudonym) had recently joined Dhaka University as a professor. 

“Her double burden role as work and family had left a mess in her dream. Earlier, she wanted to raise her children properly and serve the nation. All her dreams were crippled because of work-family conflict. All she needed was a proper balance between the double role of parents and teachers”.

 

 

Table 05: Association between Achieving better WFC balance for career and other variables (Multinomial regression)

a. The reference category is: Not Important

 

The first set of coefficients represents comparisons between Not Important criteria (coded as 1) and those who select moderately important (coded as 2). Only “job position” was a significant predictor (b=-3.498 , s.e.=1.774 , p<0.030) in the model as teachers scoring higher on this variable were less likely to select moderately important. The 2nd and 3rd set of coefficients comparisons between Not important criteria (coded as 1) and those select very important (coded as 3) and extremely important (coded as 4) respectively. In 2nd and 3rd set of comparisons none of the variable was important. So they select other options coded as 2 and 3 rather than 1.

 

Table 06: Observed value and predicted value.

Classification
Observed	Predicted
	Not important	Moderately important	Very important	Extremely important	Percent Correct
Not important	0	0	2	0	0.0%
Moderately important	0	0	15	0	0.0%
Very important	0	0	72	4	94.7%
Extremely important	0	0	25	1	3.8%
Overall Percentage	0.0%	0.0%	95.8%	4.2%	61.3%

 

These are classification statistics used to determine which criteria were best predicted. It was found that none predicted for not important and moderately important. Again, it was found that 94.7% respondent reacted to very important level. They argued that it was very important to achieve WFC balance for careers.

 

Humaira Akhter (pseudonym) proclaimed that-

“She lost her excel in what she wants to do. Besides, she always felt blue due to work-family conflict. Work or family pressure gave her vivid information whenever she tried to do something. She eagerly wanted to balance the situation condition between work and family.”

 

Table 07: Association between monthly income; satisfaction level; job position; job performance and productivity (One-way ANOVA)

Monthly Income			95% Confidence Interval for Mean
Variables	N	M	Lower bound	Upper bound	Test of homogeneity of variances	F	Anova value (Sig.)
Satisfaction Level
Strongly Disagree	15	2.80	2.20	3.40	0.801	1.466	0.217
Disagree	23	2.65	2.15	3.15
Neutral	29	2.21	1.82	2.59
Agree	47	2.55	2.24	2.87
Strongly agree	6	3.17	1.94	4.39
Job Position
Adjunct Faculty	1	1.00	.	.	.000	60.253	.000
Lecturer	25	1.12	.98	1.26
Assistant Professor	51	2.49	2.30	2.68
Associate Professor	31	3.29	2.99	3.59
Professor	12	4.00	4.00	4.00
Job Performance and Productivity
Not at all	7	1.29	.59	1.98	0.033	3.584	.009
Slightly	36	2.36	2.06	2.67
Moderately	20	2.75	2.23	3.27
Very much	51	2.76	2.44	3.09
Completely	6	2.67	1.81	3.52

 

In this table, monthly income as the dependent variable and satisfaction level, job position and job performance were used as the independent (or factor) variables was used. The independent variable job satisfaction level has 5 categories (levels) – strongly disagree, disagree, neutral, agree and strongly agree, job position (lecturer, adjunct faculty, assistant professor, associate professor and professor) and job performance and productivity (not at all, slightly, moderately, very much and completely) Above table provided the descriptive measures (mean, number of frequencies, 95% CI, etc.) of income by job satisfaction; job location and job performance. Test results of homogeneity of variances (Levene’s test) were done to analyze group variances. This test was done to understand if all the group variances of income are equal or not. 

 

1. Satisfaction level vs. Monthly Income: Look at the p-value (Sig.), which is 0.801. The p-value is >0.05, which means that the variances of income in all the job satisfaction level are equal. The value of F-statistic is 1.466 and the p-value is 0.217. Since the p-value is >0.05, accept the null hypothesis. This means all group means (of income) are same.
2. Job location vs. Monthly income: Look at the p-value (Sig.), which is 0.00. The p-value is <0.05, which means that the variances of income in all the job position aren’t equal. The value of F-statistic is 60.253 and the p-value is 0.000. Since the p-value is <0.05, reject the null hypothesis. This means all group means (of income) are different.
3. Job performance vs. Monthly income: Look at the p-value (Sig.), which is 0.033. The p-value is <0.05, which means that the variances of income in all the job performance and productivity aren’t equal. The value of F-statistic is 3.584 and the p-value is 0.009. Since the p-value is <0.05, reject the null hypothesis. This means all group means (of income) are different.

 

“Jahangir (pseudonym),” along with other young researchers and innovators from BSMRSTU, had to act out to be both parents and teachers. Pretending to see daydreams was his new move. Had ambitions to become a teacher in the past, but work-family conflicts have caused him to want to put a damper on his career. Constantly tempted to shatter the structural boundaries that prevented work-family harmony, and job performance fell short of expectations.

"Razib (pseudonym), a role model and educator for today's youth, has just taken a teaching position at MBSTU. Still, he had to shoulder the burden of family obligations because of his remote job. Geographical constraints limited family's ability to meet basic necessities. It was his family's well-being that he was motivated to move.

 

Discussion 

Being a teacher is an honorable occupation. At the tertiary level, in universities, students learn from professors who significantly impact their intellectual growth. Unfortunately, university teachers can't maintain a high level of teaching quality because of unavailability and hidden issues. One of the hidden variables that sparked a lot of critical discussion was work-family conflicts. At this point, the investigation had taken a sharp turn.  This study utilized statistical analysis to examine factors such as sources, satisfaction level, attitudes towards employment changes with WFC, and more.

 

When looking at the causes of work-family conflict, male and female viewpoints vary depending on the workplace. Long working hours, restrictive job schedules, and spousal/partner demands differed in relevance, but heavy workload at the university appeared as a key problem for both genders. Conflicts between work and home life were exacerbated by mental stress. The various aspects of WFC were detailed in the article by Michel et al. (2011). The most common causes of work-family conflicts (WFC) included job stress, role ambiguity, time constraints, and role conflict. Heavy workload, long work duration, and inflexible schedule were the drivers of work-family conflict from the perspective of male teachers. Major factors of work-family conflict (WFC), according to female instructors, include a heavy workload, rigid work time, mental demands, and lengthy working hours (Anderson et al., 2002).

 

The relationships between family accommodation and stress at work were determined using a chi-square test. Teachers who lived with their families were more likely to experience stress on the job, according to the study. They brought work-related stress (p<0.035) because of unfavorable circumstances including a distant workplace, a long work schedule, and rigid work hours, among others. There was a correlation found between where people lived and how much time they spent with their families. The lack of a correlation between working from home and quality time with loved ones is supported by the fact that p>0.05. A positive correlation between contentment in one's work and contentment in one's life was found by Qu et al. (2012). With respect to monthly income, one-way anova is used to statistically examine job satisfaction, job position, and job performance. Monthly income has zero correlation with happiness. (p-value = 0.217 and F-statistic = 1.466; p > 0.05). There was a negative correlation between job status and monthly income as a result of family pressures. There is a negative correlation between WFC, performance on the job, and monthly income (with an F-statistic of 3.584 and a p-value of 0.009 and less than 0.05). 

 

By using multinomial regression analysis, we looked at how different aspects relate to improving the work-family balance for professional advancement. Teachers in higher positions were shown to have a lower likelihood of considering improving their work-family balance as moderately important, suggesting that job position is a key predictor. Nuanced viewpoints on the value of work-family balance were presented by the participants' qualitative narratives. Lower levels of job satisfaction were linked to problems with work-family conflicts, according to Namasivayam et al. (2004). Curiously, worries about work-life conflicts were also associated with higher levels of job satisfaction. We used multinominal regression to look for patterns in the correlation between WFC and factors including sex, workplace, and position. Within the model, the only significant predictor was "job position" (b=-3.498, s.e.=1.774, p<0.030), since teachers with higher scores on this category were less inclined to choose moderately important.

 

Conclusion and Recommendations

WFC became a major issue for married teachers. There is a little works on these topics in Bangladesh particularly on married teachers on public university level. I have find out WFC on the selected public universities that was not finding other research work. It was found that inflexible work schedule, long working hours and mental pressure forced individual to be affected by WFC. WFC had a relation with job position and job performance. Besides teachers living with family members became affected with work related stress. Monthly income and job position are also acts a prime actor for WFC. 

 

All need to be reshaped for developing a nice space for married teachers at university.  In conclusion, this study has delved into the intricate natures of work-family conflicts experienced by married teachers in the public universities of Bangladesh. The findings reveal a complex interplay between professional responsibilities and familial duties, shedding light on the multifaceted challenges faced by this group of educators. The prevalence of time-based conflicts, strain-based conflicts, and behavior-based conflicts underscores the need for targeted interventions to enhance the overall well-being and job satisfaction of married teachers.

 

The impact of work-family conflicts extends beyond the individual to influence organizational dynamics within public universities. The study emphasizes the importance of recognizing the unique socio-cultural context of Bangladesh, where familial bonds are highly valued, and societal expectations often intertwine with professional commitments. The findings underscore the necessity of formulating policies that acknowledge and address the specific challenges faced by married teachers, fostering a supportive and conducive work environment. Some policy recommendations will recommend for future betterment of such growing work-family conflicts (WFC): 

1. Flexible Work Arrangements
2. Family Support Programs
3. Training on Work-Life Integration
4. Mentorship Programs
5. Institutional Awareness and Sensitization
6. Policy on Sabbaticals and Family Leaves
7. Regular Surveys and Feedback Mechanisms
8. Collaboration with External Support Agencies

Incorporating these policy recommendations can contribute to a more holistic approach in addressing the natures of work-family conflicts among married teachers in the public universities of Bangladesh. By prioritizing the well-being and satisfaction of this demographic, institutions can foster a positive work environment conducive to both professional excellence and personal fulfillment.

 

Limitations and Future Directions Top of Form

 

The present study has a few limitations that need to be acknowledged. Initially, the research was carried out just at a limited number of universities in Bangladesh due to the challenges associated with gathering data from all the universities. Therefore, its conclusions cannot be applied to other sectors. The present study did not evaluate job stability and overall mental health, which are significant factors influencing these conflicts. However, additional research studies could be undertaken to compare different countries, such as Bangladesh vs India or Bangladesh versus Pakistan, in order to study different variables. Furthermore, the study was conducted expeditiously. Future researchers are advised to conduct a longitudinal study to investigate the work-family conflict process over time. This will allow for the collection of pertinent data during various instances of stressful situations between work and family, and its influence on job satisfaction, which ultimately leads to a high rate of female faculty turnover in Bangladeshi universities. Future studies should also prioritize investigating the impact of additional characteristics, such as education and wage, on work-family conflict (WFC) and family-work conflict (FWC), as well as the resulting implications.

 

 

 

 

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