Reducing work and family conflict in teachers: a randomized controlled trial of Workplace Triple P.

Haslam, Divna M., Sanders, Matthew R. and Sofronoff, Kate (2013) Reducing work and family conflict in teachers: a randomized controlled trial of Workplace Triple P.. School Mental Health, 5 2: 70-82. doi:10.1007/s12310-012-9091-z

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Author Haslam, Divna M.
Sanders, Matthew R.
Sofronoff, Kate
Title Reducing work and family conflict in teachers: a randomized controlled trial of Workplace Triple P.
Journal name School Mental Health   Check publisher's open access policy
ISSN 1866-2625
1866-2633
Publication date 2013-06
Sub-type Article (original research)
DOI 10.1007/s12310-012-9091-z
Volume 5
Issue 2
Start page 70
End page 82
Total pages 13
Place of publication New York, NY, United States
Publisher Springer
Collection year 2014
Language eng
Abstract The purpose of this study was to evaluate the efficacy of a workplace parenting intervention aimed at reducing work–family conflict and improving work and family functioning in teachers. One hundred and seven teachers (who were also parents) were randomly allocated to either a Workplace Triple P intervention condition or a waitlist control condition. Analyses indicated the intervention had a positive effect on a range of occupational variables including work-to-family conflict, family-to-work conflict, occupational stress and teaching efficacy. Intervention effects were also found for family- and personal adjustment-related variables including dysfunctional parenting styles, child behaviour, parenting efficacy, and depression and anxiety. Small to large effect sizes were obtained (Cohen’s d = .34–.85), and all intervention effects were maintained at 4-month follow-up. The results indicate that a parenting intervention can reduce work–family conflict and occupational stress and improve family functioning in teachers balancing work and family. The implications for supporting teachers with family interventions delivered in the workplace are discussed.
Keyword Work–family conflict
Parenting interventions
Teachers
Work-to-family conflict
Family-to-work conflict
Work–life balance
Workplace Triple P
Teacher stress
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2014 Collection
School of Psychology Publications
 
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Citation counts: TR Web of Science Citation Count  Cited 6 times in Thomson Reuters Web of Science Article | Citations
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Created: Fri, 15 Nov 2013, 15:36:41 EST by Dr Kate Sofronoff on behalf of School of Psychology