A Comparative Study of Professional Growth Conflict, Family-Work Conflict, and Self-conflicts among School Teachers

Abstract

Teachers face a multitude of obstacles that can lead to stress, burnout, and conflicts in balancing professional growth, family obligations, work pressures, in school. The research paper analyses the professional growth conflict and work, family, and self-conflict between Government school teachers and Private school teachers teaching in the schools of Chandigarh. A cross-sectional study has been applied, along with cluster and purposive sampling. Primary data has been collected from 100 teachers from schools of Chandigarh (UT). Standardized tool for the assessment of Teacher role conflict has been applied and the data collected have been analysed by applying SPSS, Mean, Standard deviation, t-test, etc. The findings indicate that there is a significant difference in professional growth conflict, and work and family conflicts between 
Government teachers and Private teachers in schools. Regarding self-conflict, there is no significant difference between male and female teachers in government and private school teachers. Private teachers are facing more Professional growth conflicts in schools. Limited resources, heavy workload, lack of collaboration and professional development, low salary, less job security, changing educational policies, and challenge of maintaining work-life balance are the main causes behind professional conflict. The suggestions emanating from this research are that school administration and authorities should organize workshops and conferences, and recruit psychologists for consultancy so that the teachers can cope with different types of conflicts.