Abraham Stefanidis, Margaret E. King‐Sears, Lina Gilic, Vasilis Strogilos
{"title":"有残疾儿童的雇员的工作-家庭压力","authors":"Abraham Stefanidis, Margaret E. King‐Sears, Lina Gilic, Vasilis Strogilos","doi":"10.1108/edi-02-2021-0039","DOIUrl":null,"url":null,"abstract":"PurposeThe purpose of this study is to investigate the relationships between (1) employed parents' work–family conflict (WFC), (2) their children with disabilities' support needs, (3) their children's age, and (4) those parents' levels of school engagement.Design/methodology/approachData were collected from 193 US parents of children with disabilities who completed a survey regarding work and family strain as well as school engagement. Descriptive statistical and correlational analyses were used, followed by moderated regression analysis.FindingsResults indicate that higher levels of WFC have a negative impact on parents' school engagement. Similarly, children with disabilities' increased needs for parental support have a negative impact on school engagement. Moreover, the age of children with disabilities holds a moderating role in the relationship between support needs and school engagement.Research limitations/implicationsHuman resource managers can acquire information regarding employed parents of children with disabilities' increased support needs and formalize flexible policies leading to supportive workplace cultures. School personnel can instigate a range of options that facilitate parents' school engagement, such as maximizing use of technology via virtual meetings and activities.Originality/valueThese innovative findings contribute to theoretical underpinnings in work and family strain research as well as conservation of resources theory, given the lack of previous empirical work specific to children with disabilities and their employed parents.","PeriodicalId":72949,"journal":{"name":"Equality, diversity and inclusion : an international journal","volume":"3 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Work–family strain of employees with children with disabilities\",\"authors\":\"Abraham Stefanidis, Margaret E. King‐Sears, Lina Gilic, Vasilis Strogilos\",\"doi\":\"10.1108/edi-02-2021-0039\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"PurposeThe purpose of this study is to investigate the relationships between (1) employed parents' work–family conflict (WFC), (2) their children with disabilities' support needs, (3) their children's age, and (4) those parents' levels of school engagement.Design/methodology/approachData were collected from 193 US parents of children with disabilities who completed a survey regarding work and family strain as well as school engagement. Descriptive statistical and correlational analyses were used, followed by moderated regression analysis.FindingsResults indicate that higher levels of WFC have a negative impact on parents' school engagement. Similarly, children with disabilities' increased needs for parental support have a negative impact on school engagement. Moreover, the age of children with disabilities holds a moderating role in the relationship between support needs and school engagement.Research limitations/implicationsHuman resource managers can acquire information regarding employed parents of children with disabilities' increased support needs and formalize flexible policies leading to supportive workplace cultures. School personnel can instigate a range of options that facilitate parents' school engagement, such as maximizing use of technology via virtual meetings and activities.Originality/valueThese innovative findings contribute to theoretical underpinnings in work and family strain research as well as conservation of resources theory, given the lack of previous empirical work specific to children with disabilities and their employed parents.\",\"PeriodicalId\":72949,\"journal\":{\"name\":\"Equality, diversity and inclusion : an international journal\",\"volume\":\"3 1\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-08-24\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Equality, diversity and inclusion : an international journal\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1108/edi-02-2021-0039\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Equality, diversity and inclusion : an international journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/edi-02-2021-0039","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Work–family strain of employees with children with disabilities
PurposeThe purpose of this study is to investigate the relationships between (1) employed parents' work–family conflict (WFC), (2) their children with disabilities' support needs, (3) their children's age, and (4) those parents' levels of school engagement.Design/methodology/approachData were collected from 193 US parents of children with disabilities who completed a survey regarding work and family strain as well as school engagement. Descriptive statistical and correlational analyses were used, followed by moderated regression analysis.FindingsResults indicate that higher levels of WFC have a negative impact on parents' school engagement. Similarly, children with disabilities' increased needs for parental support have a negative impact on school engagement. Moreover, the age of children with disabilities holds a moderating role in the relationship between support needs and school engagement.Research limitations/implicationsHuman resource managers can acquire information regarding employed parents of children with disabilities' increased support needs and formalize flexible policies leading to supportive workplace cultures. School personnel can instigate a range of options that facilitate parents' school engagement, such as maximizing use of technology via virtual meetings and activities.Originality/valueThese innovative findings contribute to theoretical underpinnings in work and family strain research as well as conservation of resources theory, given the lack of previous empirical work specific to children with disabilities and their employed parents.