Background and Aim: Work-family conflict refers to the interference between occupational and family demands, and teachers, due to the nature of their profession, are more susceptible to this type of conflict. However, there have been limited studies on standardizing measurement tools for this phenomenon, such as the Carlson scale, among teachers. This study aimed to standardize this scale by examining the relationships between dimensions of work-family conflict and its impacts on teachers, thereby addressing the research gap in this area.
Methods: The present research employed a descriptive-analytical method and was focused on tool standardization. The statistical population included all sixth-grade teachers in Tehran. The sample size consisted of 400 individuals who were selected using stratified random sampling with equal allocation. The research instrument was Carlson’s Work-Family Conflict Questionnaire. Data analysis was conducted using the t-test, confirmatory factor analysis (CFA), Exploratory Factor Analysis, and Cronbach's alpha coefficient.
Results: In assessing internal homogeneity, the correlations between items ranged from 0.36 to 0.74, demonstrating appropriate discriminatory power among the items. The reliability of the tool was evaluated using Cronbach's alpha, yielding a value of 0.72. the results of Exploratory Factor Analysis indicates that this scale is useful for evaluating family- work conflict in teachers. In the confirmatory factor analysis, the model fit indices were satisfactory
Conclusion: According to finding of this research, this questionnaire is the suitable tool for evaluating family- work conflict, in teachers