“Working from home or living at work”? Work-family balance of professors in the period of Covid-19
DOI:
https://doi.org/10.14571/brajets.v17.n4.1488-1502Keywords:
conflict, positive interface, work-family, accounting, higher educationAbstract
The present study characterizes the Work-family balance (WFB) of professors of higher education in accounting, amid the pandemic scenario of COVID-19. Data collection took place through a questionnaire containing the Conflict and Positive Work-Family Interface scales (Aguiar, 2016), evaluated on a scale adapted from Likert (0 to 10) by accounting professors in Brazil. 199 valid answers were obtained and through descriptive statistics and tests of mean differences, it was possible to verify that the professors pointed out the positive family-work interface as the most relevant factor in the WFB, showing that the family provided positive attributes for their professional performance. Personal aspects (gender and age) and family aspects (marital status, existence of children under 12, domestic responsibilities and investments made) stood out as predictors of the professors' WFB. As for the occupational variables, only the time of professional experience was associated with the WFB, thus raising reflections on the different teaching roles and the transformations imposed by the pandemic.References
Agha, K., Azmi, FT., and Irfan, A. (2017). Work-Life Balance and Job Satisfaction: An Empirical study Focusing on Higher Education Teachers in Oman. International Journal of Social Science and Humanity Education and Research, 7(3), 164-171. Doi: 10.18178/ijssh.2017.V7.813.
Aguiar, C. V. N. (2016). Interfaces entre o trabalho e a família e os vínculos organizacionais: Explorando a tríade indivíduo-família-organização. Tese (doutorado) – Universidade Federal da Bahia, Programa de Pós-Graduação em Psicologia.
Aguiar, C. V. N., & Bastos, A. V. B. (2017). Interfaces entre trabalho e família: Caracterização do fenômeno e análise de preditores. Revista Psicologia Organizações e Trabalho, 17(1), 15-21.
Bianchim, B. D. V., Posser, T. G., Costa, V. M. F., & Almeida, D. (2019). Trabalho e família: O docente frente ao conflito e da interface positiva. ISSBN: 978-85-68618-07-3
Carneiro, L. A., Rodrigues, W., França, G., & Prata, D. N. (2020). Uso de tecnologias no ensino superior público brasileiro em tempos de pandemia COVID-19. Research, Society and Development, 9(8).
Cinamon, R. G., & Rich, Y. (2005). Conflito trabalho-família entre professoras. Ensino e formação de professores, 21(4), 365-378.
Costa, L. B. (2018). Work-life balance e o trabalho docente: um estudo nos programas de pós-graduação stricto sensu em ciências contábeis no Brasil. Dissertação (mestrado) - Universidade Federal de Uberlândia, Programa de Pós-Graduação em Ciências Contábeis.
Craig, L., & Churchill, B. (2020). Dual‐earner parent couples’ work and care during COVID‐19. Gender, Work & Organization, 1-14.
DiRenzo, M. S., Greenhaus, J. H., & Weer, C. H. (2011). Nível de trabalho, demandas e recursos como antecedentes do conflito trabalho-família. Revista de Comportamento Vocacional, 78(2), 305-314.
Del Boca, D., Oggero, N., Profeta, P., & Rossi, M. (2020). Women’s Work, Housework and Childcare, Before and During COVID-19, No 2020-043, Working Papers, Human Capital and Economic Opportunity Working Group.
Fatima, N., & Sahibzada, S. A. (2012). An empirical analysis of factors affecting work life balance among university teachers: the case of Pakistan. Journal of International Academic Research, 12(1), 16-29.
Fávero, L. P., Belfiore, P., Silva, F. D., & Chan, B. L. (2009). Análise de dados: modelagem multivariada para tomada de decisões. Rio de Janeiro: Elsevier.
Field, A. (2009). Descobrindo a Estatística usando o SPSS. Porto Alegre: Artmed.
Fisher, G. G., Bulger, C. A. & Smith, C. S. (2009). Beyond work and family: a measure of work/nonwork interference and enhancement. Journal of Occupational Health Psychology, 14(4), 441-456.
French, K. A., Allen, T. D., Miller, M. H., Kim, E. S., & Centeno, G. (2020). Faculty time allocation in relation to work-family balance, job satisfaction, commitment, and turnover intentions. Journal of vocational behavior, 120, 103443.
Greenhaus, J. H. & Beutell, N. J. (1985). Fontes de conflito entre trabalho e funções familiares. Academy of Management, 10(1).
Greenhaus, J. H., Collins, K. M., & Shaw, J. D. (2003). The relation between work–family balance and quality of life. Journal of vocational behavior, 63(3), 510-531.
Greenhaus, J. H., & Powell, G. N. (2006). When work and family are allies: A theory of work-family enrichment. Academy of management review, 31(1), 72-92.
Händel, M., Stephan, M., Gläser-Zikuda, M., Kopp, B., Bedenlier, S., & Ziegler, A. (2020). Digital readiness and its effects on higher education student socio-emotional experiences in the context of COVID-19 pandemic.
Hanson, G. C., Hammer, L. B., & Colton, C. L. (2006). Development and validation of a multidimensional scale of perceived work-family positive spillover. Journal of occupational health psychology, 11(3), 249.
Hayes, S., Priestley, J. L., Ishmakhametov, N., & Ray, H. E. (2020). “I’m not Working from Home, I’m Living at Work”: Perceived Stress and Work-Related Burnout before and during COVID-19. Disponível em: <https://psyarxiv.com/vnkwa/download?format=pdf> Acesso em 18.09.2020
Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) (2019). Sinopse estatística da educação superior 2018. Disponível em: <http://portal.inep.gov.br/web/guest/sinopses-estatisticas-da-educacao-superior> Acesso em: 18.09.2020.
Karkoulian, S., Srour, J., & Sinan, T. (2016). A gender perspective on work-life balance, perceived stress, and locus of control. Journal of Business Research, 69(11), 4918-4923.
Krishnamurthy, S. (2020). The Future of Business Education: A Commentary in the Shadow of the Covid-19 Pandemic. Journal of Business Research.
Lapierre, L. M., Li, Y., Kwan, H. K., Greenhaus, J. H., DiRenzo, M. S., & Shao, P. (2018). A meta‐analysis of the antecedents of work–family enrichment. Journal of Organizational Behavior, 39(4), 385-401.
Lin, K. Y., & Burgard, S. A. (2018). Working, parenting and work-home spillover: Gender differences in the work-home interface across the life course. Advances in Life Course Research, 35, 24-36.
Mas-Machuca, M., Berbegal-Mirabent, J., & Alegre, I. (2016). Work-life balance and its relationship with organizational pride and job satisfaction. Journal of Managerial Psychology, 31(2), 586-602. https://doi.org/10.1108/JMP-09-2014-0272
Mishra, L., Gupta, T., & Shree, A. (2020). Online Teaching-Learning in Higher Education during Lockdown Period of COVID-19 Pandemic. International Journal of Educational Research Open, 100012.
Oliveira, L. B. D., Cavazotte, F. D. S. C. N., & Paciello, R. R. (2013). Antecedentes e consequências dos conflitos entre trabalho e família. Revista de administração contemporânea, 17(4), 418-437.
Ortiz, V. G., Toro, L. E. P., & Rodríguez, A. M. H. (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 Psicologia, 24 (1), 185-201.
Palmer, M., Rose, D., Sanders, M., & Randle, F. (2012). Conflict between work and family among New Zealand teachers with dependent children. Teaching and Teacher Education, 28(7), 1049-1058.
Panatik, S. A. B., Badri, S. K. Z., Rajab, A., Rahman, H. A., & Shah, I. M. (2011). The impact of work family conflict on psychological well-being among school teachers in Malaysia. Procedia-social and behavioral sciences, 29, 1500-1507.
Paula, A. V. (2015) Qualidade de vida no trabalho de professores de instituições federais de ensino superior: um estudo em duas universidades brasileiras. (Tese de Doutorado em Administração). Universidade Federal de Lavras, Lavras, MG, Brasil.
Pu, J., Hou, H., Ma, R., & Sang, J. (2017). The effect of psychological capital between work–family conflict and job burnout in Chinese university teachers: Testing for mediation and moderation. Journal of health psychology, 22(14), 1799-1807.
Schieman, S., Badawy, P. J., A. Milkie, M., & Bierman, A. (2021). Work-Life Conflict During the COVID-19 Pandemic. Socius, 7, 2378023120982856.
Schwarz, M., Scherrer, A., Hohmann, C., Heiberg, J., Brugger, A., & Nuñez-Jimenez, A. (2020). COVID-19 and the academy: It is time for going digital. Energy Research & Social Science, 68, 101684.
Silva, A. F. D., Estrela, F., Lima, N. S., & Abreu, C. T. D. A. (2020). Saúde mental de docentes universitários em tempos de pandemia. Physis: Revista de Saúde Coletiva, 30, e300216.
Silveira, S. S., & Bendassolli, P. F. (2018). Estratégias de conciliação trabalho-família de professores universitários em uma capital do Nordeste brasileiro. Revista Psicologia Organizações e Trabalho, 18(3), 422-429.
Soomro, A. A., Breitenecker, R. J., & Shah, S. A. M. (2018). Relation of work-life balance, work-family conflict, and family-work conflict with the employee performance-moderating role of job satisfaction. South Asian Journal of Business Studies, 7(1), 129-146.
Steenbergen, E. F., Ellemers, N. & Mooijaart, A. (2007). How work and family can facilitate each other: distinct types of work-family facilitation and outcomes for women and men. Journal of Occupational Health Psychology, 12(3), 279-300.
Trentin, L., & Vogel, J. (2019). A influência das mídias sociais no work-life balance: um estudo no Instituto Federal de Santa Catarina-IFSC. Revista Alcance, 26(2).
Vieira, J. M., Matias, M., Lopez, F. G., & Matos, P. M. (2018). Work-family conflict and enrichment: An exploration of dyadic typologies of work-family balance. Journal of Vocational Behavior, 109, 152-165.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Marivânia Rufato da Silva
This work is licensed under a Creative Commons Attribution 4.0 International License.
The BRAJETS follows the policy for Open Access Journals, provides immediate and free access to its content, following the principle that making scientific knowledge freely available to the public supports a greater global exchange of knowledge and provides more international democratization of knowledge. Therefore, no fees apply, whether for submission, evaluation, publication, viewing or downloading of articles. In this sense, the authors who publish in this journal agree with the following terms: A) The authors retain the copyright and grant the journal the right to first publication, with the work simultaneously licensed under the Creative Commons Attribution License (CC BY), allowing the sharing of the work with recognition of the authorship of the work and initial publication in this journal. B) Authors are authorized to distribute non-exclusively the version of the work published in this journal (eg, publish in the institutional and non-institutional repository, as well as a book chapter), with acknowledgment of authorship and initial publication in this journal. C) Authors are encouraged to publish and distribute their work online (eg, online repositories or on their personal page), as well as to increase the impact and citation of the published work.