Nilsson Marie, Blomqvist Kerstin, Andersson Ingemar
Kristianstad University, Kristianstad, Sweden.
Lund University, Lund, Sweden.
Work. 2017;56(4):591-602. doi: 10.3233/WOR-172528.
Experiencing work-life balance is considered a health promoting resource. To counter-balance the negative development of teachers' work situation, salutogenic resources need to be examined among teachers.
To examine resources related to teachers' experience of their work-life balance.
Using a cross-sectional design, a questionnaire was distributed to 455 teachers in compulsory schools in a Swedish community. A total of 338 teachers participated (74%). A multiple linear regression method was used for the analysis.
Four variables in the regression model significantly explained work-life balance and were thereby possible resources: time experience at work; satisfaction with everyday life; self-rated health; and recovery. The strongest association with work-life balance was time experience at work. Except time experience at work, all were individual-related.
This study highlights the importance of school management's support in reducing teachers' time pressure. It also emphasizes the need to address teachers' individual resources in relation to work-life balance. In order to support teachers' work-life balance, promote their well-being, and preventing teachers' attrition, we suggest that the school management would benefit from creating a work environment with strengthened resources.
实现工作与生活的平衡被视为一种促进健康的资源。为了应对教师工作状况的负面发展，需要对教师群体中的健康促进资源进行研究。
研究与教师工作-生活平衡体验相关的资源。
采用横断面设计，向瑞典一个社区的455名义务制学校教师发放问卷。共有338名教师参与（74%）。采用多元线性回归方法进行分析。
回归模型中的四个变量显著解释了工作-生活平衡，因此可能是相关资源：工作时间体验；对日常生活的满意度；自我评估的健康状况；以及恢复情况。与工作-生活平衡关联最强的是工作时间体验。除工作时间体验外，其他均与个人相关。
本研究强调了学校管理在减轻教师时间压力方面提供支持的重要性。它还强调了关注教师与工作-生活平衡相关的个人资源的必要性。为了支持教师实现工作-生活平衡、促进他们的福祉并防止教师流失，我们建议学校管理层通过创造一个资源更丰富的工作环境来获益。
