Work family conflict (wfc) is a widely discussed topic in organizational studies, since it has a central role in psychological well-being and malaise at work. This study takes account of principal determinants of wfc (Netemeyer et. al, 1996) in the specific academic work context (Kinman & Jones, 2008; Winefield et al., 2003).This research was carried out among the teaching and the technical-administrative staff of an Italian University. A total of 607 respondents filled out the on-line self-report questionnaire (279 teaching staff; 328 technical-administrative staff). The questionnaire consisted in different measures: compulsive tendencies to work (workaholism), 8 items, 4-point scale (alpha .80); wfc, 5 items, 6-point scale (alpha .90); colleagues support, 4 items, 6-point scale (alpha .91); supervisors support, 4 items, 6-point scale (alpha .90); emotional dissonance, 3 items, 6-point scale (alpha .92); workload, 6 items, 6-point scale (alpha .86); job autonomy, 7 items, 6-point scale (alpha .91); commitment, 4 items, 6-point scale (alpha .85).Data analysis (PASW 18) included: analysis of variance, correlation analysis, analysis of multiple regression. Results revealed higher level of wfc in teaching staff than in technical-administrative staff [t (603) = 6.30, p<.00]. Multiple regression analysis performed in teaching staff sample (explained variance 37%) revealed that wfc is influenced by workaholism and, secondly, by workload and, to a small degree, by lack in autonomy. Multiple regression analysis performed in technical-administrative staff sample (explained variance 36%) revealed the main influence of workaholism, as it was also for teaching staff. Colleagues support and workload had a lower influence on wfc, the former reducing wfc and the latter increasing wfc.In particular, this contribute identifies in the specific studied organizational context the importance of compulsive tendencies in determining wfc, and suggest to deepen this topic. Our research contributes to the comprehension of processes influencing wfc in a specific organizational context and offers suggestions to project actions aiming to improve work-family balance.
Determinants of work-family conflict in academic work context. Differences between teaching and technical-administrative staff / M., Molino; C., Ghislieri; L., Colombo; S., Ricotta; Fabbri, Tommaso; Curzi, Ylenia. - (2011), pp. 151-151.