Effect of Role Ambiguity and Role Conflict in Predicting Work-Family Conflict Among Teachers

The present research aimed to investigate the relationship between role ambiguity, role conflict, and work-family conflict (WFC) among colleges and university teachers. Moreover, it aimed to see the predicting role of role ambiguity and role conflict to WFC as well as the role of gender and marital status on study variables. A sample of 200 teachers with equal participation of both the genders was approached by using convenient sampling technique. Role Ambiguity Scale, Role Conflict Scale, both developed by Rizzo et al (1970), and Work-Family Conflict Scale (Netemeyer, Boles, & Mcmurrian, 1996) were used for data collection. All the scales and subscales have the satisfactory alpha reliabilities. Results demonstrated that work-family conflict was positively related with the WFC and family to work conflict. Besides, work-family conflict was positively related with role ambiguity and work to family conflict was positively associated with role ambiguity and negatively related with role conflict. In addition, role ambiguity positively predicted WFC and role conflict negatively predicted the WFC. Male teachers scored significantly high on role ambiguity as compared to female teachers and married teachers scored significantly high on role ambiguity as compared to unmarried teachers. At the end, the results were discussed in terms of implications for practice and research.