Predicting the Quality of Female Teachers’ Work Life based on Work-Family Conflict and Organizational

The purpose of the current study was to predict the quality of female teachers’ work life based on work-family conflict and organizational commitment. The population of the study included all married female teachers who were teaching in primary, first and second grade high schools during the academic year 1393-1394, among whom 128 teachers were selected through multistage stratified random sampling as the sample of the study. The design of the study was descriptive-correlational and the instruments included the questionnaires of quality of work life (Walton, 1973), work-family conflict (Rastegar Khaled, 1385), and organizational commitment (Allen & Meyer, 1990). The research data were analyzed using Pearson correlation coefficient and stepwise regression analysis. The results revealed that there was a meaningful relation between the indices of work-family conflict and organizational commitment with dimensions of the quality of work life. Also, there was a negative significant relationship (P≤0.05) between work-family conflict (interference of work role with family role, subscales of family and work role interface, and overload of family role and overload of work role) and dimensions of the quality of work life. Moreover, there was a positive significant relationship between organizational commitments (affective continuance and normative commitment) and dimensions of the quality of work life (P≤0.05). Additionally, the stepwise regression analysis showed that the “interference of work role with family role” together with “normative commitment” and “interference of family role with work role” can predict the total score of the quality of work life (P≤0.05). It can be concluded that the indices of work-family conflict and organizational commitment can predict dimensions of the quality of work life