TEACHERS UNDER PRESSURE: EXPLORING THE LINK BETWEEN WORK-FAMILY CONFLICT AND TURNOVER INTENTION

Abstract

Teacher turnover remains a pressing challenge in education systems worldwide, and the problem is particularly acute in developing countries such as Sri Lanka. Teachers often experience heavy professional responsibilities alongside demanding personal obligations, resulting in heightened work-family conflict that influences their intention to leave the profession. This study investigates the effect of work-family conflict on turnover intention, examining job satisfaction as a mediating factor. Drawing on role theory and stress-strain models, the research explores the psychological mechanisms through which work and family demands intersect to affect teacher retention, addressing a critical empirical gap in the Sri Lankan context. The study employed a quantitative, cross-sectional design, surveying 250 public school teachers using standardized instruments to measure work-family conflict, job satisfaction, and turnover intention. Structural Equation Modeling with AMOS was used to analyze relationships and test mediation effects, with reliability and validity confirmed through Cronbach’s alpha and Confirmatory Factor Analysis. The findings reveal that work-family conflict significantly increases turnover intention, while job satisfaction partially mediates this relationship. Teachers who reported higher satisfaction, particularly in terms of autonomy, recognition, and sense of purpose, were less likely to consider leaving despite experiencing conflict. The results underscore the dual pressures faced by Sri Lankan teachers, especially women balancing professional and traditional family roles, and highlight the need for institutional strategies that support teacher well-being. The study concludes that enhancing job satisfaction through workplace flexibility, supportive administration, and enrichment initiatives is essential for retaining quality educators and sustaining educational reforms in Sri Lanka.