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Like all public service workers, teachers face extremely challenging demands. Numerous studies indicate that teachers of any profession encounter some of the highest levels of work-related stress. Aim of the research: The aim of this study is to examine the impact of conflict and facilitation between occupational and family roles on the levels of work-related stress experienced by teachers. Material and methods: The  study included 120 teachers (60 women and 60 men), all of  whom were married. Occupational stress levels have been measured by means of the Subjective Work Characteristics Questionnaire (SWCQ) by Dudek et al. The levels of conflict between work and family have been determined using the Work-Family Fit Questionnaire scale, adapted to Polish by Lachowska. Results and conclusions: Occupational stress in teachers magnifies work-family conflict and reduces family-work facilitation. Work-family facilitation only mitigates the levels of stress induced by a lack of recognition at work or a lack of support in the workplace. No relationship has been found between family-work conflict and occupational stress. As expected, conflict between roles increases the levels of occupational stress, both overall and from specific stressors, whereas facilitation between roles reduces this stress. The time dedicated to work increases occupational stress levels only if people consider it to be an obstacle in performing their family roles.

Conflict and facilitation between family and occupational roles versus work-related stress in the teachers’ group