Qualitative study of career- family role conflict of female teacher in Saveh city
Subject Areas : Journal of Iranian Social Development Studies
leila
fathi
1
(Department of Sociology Payame Noor University,Tehran ,Iran)
tayebeh
ghasemi
2
(M. A in Social Science Research pyame Noor University.)
Keywords: family, women, Grounded Theory, : Role Conflict,
Abstract :
In addition to being responsible for the family plans that have long been attributed to them, most working women also take on job responsibilities due to numerous economic, social, and cultural factors. They are subjected to objective and mental pressures.This research seeks to identify the job-family role conflict of women with the qualitative method and grounded theory strategy. Participants in the present study were 20 female teachers living in Saveh who were interviewed in a semi-structured manner. Then the data were analyzed using open, axial and selective three-stage coding. Findings indicate that causal conditions and job-family role conflict in female teachers include; Accumulation of role and limitation of time and energy - Structural economic problems - Cultural norms on society - Empowerment, independence, and social status reduce the pressure of the position. Underlying conditions and contexts for reducing work-family role conflict; Legal protection of women - education of cooperation and cooperation in the family - equality of women's rights - relative welfare in society. Interventional conditions that significantly reduce conflict include; Job Satisfaction - Organizational and Government Support - The family as a support institution. The strategy of female teachers in role conflict situations; Dividing work and involving the family with discourse is the management of energy and time, and ultimately the consequences of role conflict among employed female teachers; Alienation and reduced human development - the spread of social harm - reduced mental health, well-being and quality of life.
_||_