Teachers' work–home interaction and satisfaction with life: the moderating role of core self-evaluations

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.

Keywords:

• Work-home interaction
• life satisfaction
• core self-evaluations
• teachers

Disclosure statement

No potential conflict of interest was reported by the author(s).