Browsing by Author "Van Zyl, Petro"

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    The development and empirical evaluation of a structural model of enrichment among female academics
    (Stellenbosch : Stellenbosch University, 2020-03) Van Zyl, Petro; Gorgens-Ekermans, Gina; Stellenbosch University. Faculty of Economic and Management Sciences. Dept. of Industrial Psychology.
    ENGLISH ABSTRACT : For centuries, men have dominated the workforce across the world. However, in the last decades since the first democratic election in South Africa in 1994, the amount of women entering the world of work has steadily increased accounting for 43.8% of employees in the second quarter of 2018. Women often have to juggle the roles of wife, mother, homemaker and career. Yet, work obligations and family responsibilities are often incompatible, thus resulting in work-family conflict. The situation in higher education institutions are no different: female academics often have to manage competing teaching responsibilities, student supervision, research and family responsibilities. Traditionally research has focused on the negative side of the work-family interface. This study focused on the positive side of the work-family interface which presupposes that work and family roles may have a beneficial influence on one another. Set within the framework of Greenhaus and Powell‟s (2006) work-family enrichment theory, this study investigated the experience of work-family and family-work enrichment among female academics. A structural model of the factors that influence female academics‟ experience of work-family and family-work enrichment was tested to explicate the psychological mechanisms underlying enrichment, as well as the resources that facilitate greater enrichment. An ex post facto correlational design with a convenience sample of 84 female academics was utilised. The results (analyses conducted with PLS) provided support for five of the ten hypothesised paths. Family time and family support were found to be significant predictors of family-work enrichment, whilst organisational support emerged as a significant predictor of work-family enrichment. Moreover, occupational coping self-efficacy was identified as an outcome of family-work enrichment and a significant predictor of work-family enrichment. This study intended to contribute to higher education institutions‟ understanding of the experience of enrichment (both work-family and family-work) among female academics. Based on this knowledge, higher education institutions should attempt design interventions that could potentially enhance enrichment of female employees.