Investigation of work-family interface in relation to the demographic and social characteristics of teachers

The purpose of this study is to reveal the role that demographic characteristics of teachers (Gender, age) play along with their social characteristics (marital status, children, position of responsibility, education level) in order to understand better the role of work-family interface and family-work interface. This revelation could lead to targeted intervention planning, which could then bring to beneficial results for both teachers and the educational institutions that they work for. The results revealed that female teachers, as well as young teachers, experience a greater degree of work-family conflict. They also revealed that teachers who are in a divorce related experience, face family-work conflict as they do not reap the beneficial benefits of family-work enrichment. Holding a position of responsibility seems to enrich the characteristics of work and family as well as the existence of children seems to enrich the family-work connection. Finally, secondary school teachers seem to experience the adverse effects of the work-family interface and family-work interface.