Adulthood in teachers of higher education: difference in the management of their work-life balance and organizational commitment

• Carvalho, Carla ^[1] ; Pinto, Ana ^[1] ; Santos Costa, Paulo ^[2] ; Parreira, Pedro ^[2]
  1. [1] Universidade de Coimbra

     Universidade de Coimbra

     Coimbra (Sé Nova), Portugal

     
  2. [2] Unidade de Investigação em Ciências da Saúde: Enfermagem (UICISA: E), Escola Superior de Enfermagem de Coimbra
• Localización: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología, ISSN 0214-9877, Vol. 1, Nº. 1, 2021 (Ejemplar dedicado a: POSITIVE OVERCOMING AND LEARNING: THE RESPONSE TO COVID-19), págs. 107-116
• Idioma: inglés
• DOI: 10.17060/ijodaep.2021.n1.v1.2047
• Títulos paralelos:
  • La edad adulta en los profesores de enseñanza superior: diferencia en la gestión de su equilibrio entre la vida laboral y personal y el compromiso organizativo
• Enlaces
  • Texto completo
• Resumen
  • español

    El objetivo de este estudio fue comparar el grado en que una muestra de profesores portugueses de Instituciones de Enseñanza Superior, divididos en dos grupos (adultos jóvenes, de 20 a 39 años; y adultos avanzados, de 40 a 70 años), diferían en la gestión de su equilibrio entre vida laboral y familiar y compromiso organizativo. La recolección de datos serealizó mediante la Escala Trabajo-Familia, la Escala de Compromiso Organizacional y un cuestionario sociodemográfico. Entre 2012 y 2019, 652 participantes se inscribieron en el estudio. A través de un análisis multivariado de la varianza (MANOVA, procedimiento de Modelo Lineal General), los resultados sugieren que los profesores adultos jóvenes muestran mayores puntuaciones de facilitación de la familia al trabajo, mientras que los profesores adultos avanzados evidencian mayores puntuaciones de compromiso normativo. Dados los resultados encontrados, se esbozan recomendaciones para las Instituciones de Educación Superior. 

  • English

    This study aimed to compare the extent to which a sample of Portuguese teachers in Higher Education Institutions, divided into two groups (young adults, ages 20-39 years; and advance adults, ages 40-70 years), differed in the management of their work-life balance and organizational commitment. Data collection was conducted using the Work-Family Scale, the Organizational Commitment Scale and a sociodemographic questionnaire. Between 2012 and 2019, 652 participants were enrolled in the study. Through a multivariate analysis of variance (MANOVA, General Linear Model procedure), results suggest that young adult teachers display higher scores of family to work facilitation, while advance adult teachers evidence higher scores of normative commitment. Given the results found, recommendations for Higher Education Institutions were outlined.

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