Gender Role Self-concept, Gender-role Conflict, and Well-being in Male Primary School Teachers |
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Authors: | Hans-Joachim Wolfram Gisela Mohr Jenni Borchert |
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Institution: | 1. Institute for Applied Psychology, Work and Organisational Psychology, University of Leipzig, Seeburgstr. 14-20, 04109, Leipzig, Germany
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Abstract: | In this field-study, we analysed the interrelations between gender role self-concept, gender-role conflict, and well-being in male primary school teachers. Our sample comprised N = 81 respondents from an urban area in Germany (average age: 42.9 years; average tenure: 11.4 years). In Germany, primary school teaching is a numerically female-dominated occupation. We found that masculinity, femininity, and androgyny positively influenced well-being, while gender-role conflict was negatively interrelated with well-being. We expected that gender-role conflict weakens the positive effects of masculinity and femininity. Unexpectedly, we even found a detrimental effect of femininity when gender-role conflict was high: For respondents reporting comparatively high gender-role conflict, femininity was associated with lower work satisfaction. |
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