Coping strategies for work-family role conflicts among Malaysian and Nigerian female primary school teachers Available to Purchase

This study investigated the coping strategies on work-family role conflict among the Malaysian and Nigerian female primary school teachers. The study was explored gathering information on two important domains home and work from teachers’ experiences, looking at two elements of work-family conflict [work interfere with family (WIF) and family interfere with work (FIW). The female primary school teachers in this study have expressed their experience regarding the dual roles they are engaged with at home and in their working places (schools), were in many occasions the dual roles in both domains are becoming irreconcilable resulting to conflict. In this study qualitative design was employed through the use of interview and documents. As a multiple case study four participants were used as the purposeful sampling were female primary school teachers in Malaysia and Nigeria were purposefully selected. Participants and the sites were coded and themes were generated with the help of Nvivo 2010 software in order to make the data being categorize accordingly. The results of the study have revealed that both participants were experiencing dual role conflicts. The participants also have provided some coping strategies for minimizing the dual role conflicts experiences among female primary school teachers. The implications, limitations and future research directions are also been presented. The results of the study could be used as vital strategies to overcome or minimize role conflicts among female primary school teachers and other employees. It will be a good strategy to motivate female teachers, their husbands and of course head teachers. This study will help educate policymakers in taking the right decision in relation to efficient and effective teaching and learning process. Role conflict issue has become one of the general problems in the current global education system and the UNESCO’s plans are ready to tackle the menace (UNESCO-IBE, 2030).