Empirical Investigation of Work-Family Conflict and Teachers’ Happiness: Through Employee Assistance Programs in Yunnan Middle Schools

Abstract

Teachers are vital in fostering student development but face challenges such as work-family conflict. Balancing work demands and family obligations, their happiness is crucial as it affects teaching effectiveness and educational quality. This study investigates (1) the impact of work-family conflict on middle school teachers' happiness in Yunnan province, China. (2) the effect of an Employee Assistance Program (EAP) on teachers' happiness in Yunnan province, China. A quantitative research approach with a sample of 242 teachers in Yunnan province, China, was employed using two questionnaires: The Work-Family Conflict Scale and the Employee Assistance Program Scale. Results revealed that work-family conflict had a mean influence of 3.41 on teachers' happiness, with an S.D. of 1.13, rated "unsure." The EAP's moderating effect had a mean value of 3.20 and an S.D. of 1.10, also rated "unsure." The study concludes that work-family conflict significantly impacts middle school teachers' happiness, and EAPs have a crucial moderating effect. However, limitations include focusing on middle school teachers and lacking comprehensive analysis encompassing different EAP dimensions and aspects of work-family conflict. Findings may not apply to other educational levels. Future research could examine specific EAP dimensions and implementation measures for middle school teachers, identifying key concerns related to work, life, and health. This may improve the work environment and learning atmosphere for teachers and students.