Abstract

The first objective of this study was to investigate the association between work-home interaction (a process in which functioning in one of the two domains is positively or negatively influenced by the other domain) and teachers’ life satisfaction. The second objective was to test the moderating role of teachers’ core-self evaluations (self-esteem, self-efficacy, locus of control, and neuroticism) in the relationship between work-home interaction and life satisfaction. A cross-sectional study was conducted on a sample of 168 Romanian teachers. Results indicated that positive work-home interactions (situations in which aspects from work facilitate functioning at home and vice versa) are positively related to life satisfaction only for teachers with low core-self evaluations. Negative work-home interactions (situations in which aspects from work interfere with functioning at home and vice versa) were negatively related with teachers’ life satisfaction, but core self-evaluations did not moderate these relationships. Theoretical and practical implications are discussed.

摘要

本研究的第一个目标是调查工作与家庭互动（在两个领域之一的功能受到另一个领域的积极或消极影响的过程）与教师生活满意度之间的关联。第二个目的是检验教师的核心自我评价（自尊、自我效能、控制点和神经质）在工作与家庭互动与生活满意度之间的关系中的调节作用。对 168 名罗马尼亚教师的样本进行了横断面研究。结果表明，只有在核心自我评价较低的教师中，积极的工作-家庭互动（工作方面促进家庭功能的情况，反之亦然）与生活满意度呈正相关。消极的工作-家庭互动（工作方面干扰家庭功能的情况，反之亦然）与教师的生活满意度呈负相关，但核心自我评价并没有缓和这些关系。讨论了理论和实践意义。