Date

4-2022

Department

School of Behavioral Sciences

Degree

Doctor of Education in Community Care and Counseling (EdD)

Chair

Courtney Evans-Thompson

Keywords

Work-life Balance, Teachers, Parents, COVID-19

Disciplines

Counseling

Abstract

Working parents engage in multiple roles. Often, the responsibilities of one role conflicts with the expectations of another role, creating a sense of imbalance. Because of this, working parents often find value in achieving a degree of work-life balance that aligns with their needs and values. Parents employed as teachers may face unique challenges around balancing work and family roles, due to the nature of their jobs. This challenge was heightened by the worldwide change in education during the COVID-19 pandemic. The purpose of this study is to examine the work-life balance of parent teachers during COVID-19. The present study is observational in nature, using a descriptive survey methodology design that includes the Work-Family Conflict Scale and Family-Work Conflict Scale (Netemeyer et al., 1996) followed by four open-ended questions to examine the impact COVID-19 had on the work-life balance of parent teachers. Participants for this study are drawn from a convenience sample of public-school educators of grades kindergarten-12 with one or more dependents in grades kindergarten-12 residing in their home during the 2020-2021 school year.

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