investigating the relationship between the virtual education activity of female teachers and family functioning, conflict, and couple burnout during the covid-19 lockdown

Investigating the psychological challenges female educators face is a fundamental endeavor that can yield a wide range of impacts on the well-being of women, families, and students. this study aimed to examine the correlation between the virtual education activity of female educators and their family functioning, conflict, and marital burnout during the covid-19 lockdown. the utilized research methodology was descriptive-correlational in nature, with the target population consisting of female teachers residing within the tabadakan district of mashhad city. a convenience and voluntary sampling method was employed to select a sample of 390 individuals from a larger population, following the guidelines provided by krejcie and morgan's table. the data was gathered using the mcmaster family assessment device (fad), the marital conflicts questionnaire (mcq) developed by sanaei and barati, and the couple burnout measure created by pines. the data was analyzed using spss 21 software, employing pearson's correlation test and regression analysis. the results of the study indicate a statistically significant association between the virtual education activity of female teachers and family functioning, conflict, and marital burnout (p <.05). furthermore, the virtual education activity of female teachers was found to be a predictor of family functioning, conflict, and marital burnout during the period of lockdown due to the covid-19 pandemic. consequently, given the anticipated integration of virtual education into educational curricula in the future, it is recommended that particular emphasis be placed on empowering female educators in the virtual education domain. additionally, efforts should be made to devise virtual education approaches that align with family functions, aiming to enhance family functioning and mitigate marital conflict and burnout experienced by female teachers.

investigating the relationship between the virtual education activity of female teachers and family functioning, conflict, and couple burnout during the covid-19 lockdown

investigating the psychological challenges female educators face is a fundamental endeavor that can yield a wide range of impacts on the well-being of women, families, and students. this study aimed to examine the correlation between the virtual education activity of female educators and their family functioning, conflict, and marital burnout during the covid-19 lockdown. the utilized research methodology was descriptive-correlational in nature, with the target population consisting of female teachers residing within the tabadakan district of mashhad city. a convenience and voluntary sampling method was employed to select a sample of 390 individuals from a larger population, following the guidelines provided by krejcie and morgan's table. the data was gathered using the mcmaster family assessment device (fad), the marital conflicts questionnaire (mcq) developed by sanaei and barati, and the couple burnout measure created by pines. the data was analyzed using spss 21 software, employing pearson's correlation test and regression analysis. the results of the study indicate a statistically significant association between the virtual education activity of female teachers and family functioning, conflict, and marital burnout (p <.05). furthermore, the virtual education activity of female teachers was found to be a predictor of family functioning, conflict, and marital burnout during the period of lockdown due to the covid-19 pandemic. consequently, given the anticipated integration of virtual education into educational curricula in the future, it is recommended that particular emphasis be placed on empowering female educators in the virtual education domain. additionally, efforts should be made to devise virtual education approaches that align with family functions, aiming to enhance family functioning and mitigate marital conflict and burnout experienced by female teachers.