Role of Family Structure and Education Level in Work-Related Rumination among Private School Teachers
DOI:
https://doi.org/10.55737/psi.2025d-44130Keywords:
Work-Related Rumination, Family Structure, Education Level, Private School Teachers, Teacher Well-BeingAbstract
This research examined the impact of family structure and education level on work-related rumination among teachers of private schools. 200 full-time teachers were enrolled in various private schools. The findings revealed a strong variation in rumination according to the family structures. The rumination was high in teachers who live in nuclear families (M = 41.53, SD = 5.15) compared to those who live in joint families (M = 39.89, SD = 3.71). The test given by Levene showed an unequal variance, and the adjusted t-test showed that there is a significant difference, t (196.59) = 2.62, p =.010, mean difference of 1.64. Work-related rumination also had a prominent influence on education level. The highest scores were observed in the group of teachers with intermediate qualifications (M = 41.76, SD = 4.72), followed by teachers with bachelor's degrees (M = 40.37, SD = 4.41), and finally master's degree teachers (M = 38.47, SD = 4.47). One-way ANOVA showed a significant overall effect, F (2,197) = 4.55, p =.012. The results of Tukey HSD revealed that only the intermediate vs. master comparison was significant (Mean difference = 3.28, p =.019). These results imply that family support and educational levels can have a weak impact on the propensity of teachers to ruminate about work during non-work time, which implies the necessity to create supportive family conditions and the chances of professional development.
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