Work-family conflict and burnout among lecturers of public sector colleges

The aim of the current study was to investigate the relationship between work-family conflict and burnout among the lecturers of Govt. Colleges. Work-family Conflict Scale [Carlson, Kacmar, and Williams, 2000] and Maslach Burnout Inventory [Maslach and Jackson, 1986] were administered on the present sample. A purposive sample of lecturers [N = 200] including male [n = 100] and female [n = 100] was selected from different colleges of Faisalabad Division. Age range of the sample was 26-60 years [M = 41.20]. Pearson correlation was applied to study the relationship among study variables. The findings of the study indicate that Work-family conflict has significant positive correlation with emotional exhaustion, depersonalization, personal accomplishment, and burnout. Time-based conflict, strain-based conflict, and behavior-based conflict exhibited significant positive correlation with emotional exhaustion, depersonalization of' others, reduced personal accomplishment, and overall burnout. Finally, practical implications are discussed

Relationship between emotional intelligence and academic achievement among higher secondary school students

The main objective of the present study was to examine the relationship between emotional intelligence and academic achievement among students of higher secondary schools. The secondary objective was to examine the role of various demographic variables of the students including gender socio economic status, parental education and geographical origin in emotional intelligence. The Bar-On Emotional Quotient Inventory was for data collection. Academic achievement of the participants was measured through their annual results. Pearson correlation and t-test was applied to test the hypotheses. Findings are in line with the hypotheses. Significant relationship found between the two constructs. First born students scored high on emotional intelligence as compared to later born students. Students with literate parents scored high as compared to students with illiterate parents. Students from urban areas scored high as compared to students from rural areas. Students from upper socio-economic students scored high on emotional intelligence as compared to students from lower socio-economic status. Female students scored high as compared to male students