Abstract:

This study has been carried out to elicit the relationship between teachers’ psychological capital and work-family and family-work conflicts. This research has been designed by using correlational model. The universe of this research has been consisted of teachers that have been working at the primary, middle and high schools in Antakya district of Hatay province in the 2018-2019 academic year. The sampling of this study has been consisted of 346 teachers working at these schools. The research data have been gathered by employing “Psychological Capital Scale” to measure teachers’ psychological       capital and “Work-Family Life Conflict Scale” to measure work-family life conflict. Work-family life conflict scale has consisted of two sub-scales that are work-family and family-work conflicts. In the measurement model with best fit values, it has been ascertained that research variables have statically meaningful relationships with each other. The results of structural equation modeling have denoted that psychological capitals of teachers have negative effects on work-family and family-work conflicts. Based on the findings of this research, it has been seen crucial to contribute to the balance between work and life by improving positive psychological characteristics of teachers. This is all to say, it is worthwhile to facilitate teachers’  abilities to cope with negativities through development of strong and positive aspect.    

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