Testing a Structural Model of Sleep Problems in Special Education Teachers Based on Work–Family Conflict: The Mediating Roles of Job Stress and Resilience

Sharifi, Ali; Nejatifar, Sara; Zarei Nouroozi, Mohammad; Ghorbanpour Dehsorkh, Nazanin

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Testing a Structural Model of Sleep Problems in Special Education Teachers Based on Work–Family Conflict: The Mediating Roles of Job Stress and Resilience

Ali Sharifi

, Sara Nejatifar

, Mohammad Zarei Nouroozi ^*

, Nazanin Ghorbanpour Dehsorkh

Abstract: (11 Views)

Background and Objectives: Sleep problems are among the most common challenges faced by special education teachers and may adversely affect their mental health, quality of life, and professional performance. The present study aimed to test a structural model of sleep problems among special education teachers based on work–family conflict, with job stress and resilience serving as mediating variables.

Materials and Methods: This descriptive-correlational study employed a structural equation modeling (SEM) approach. The study population comprised all married male and female teachers working in special education schools and centers in Mashhad during the second half of 2025. A final sample of 288 participants was selected using convenience sampling. Data were collected using the Connor-Davidson Resilience Scale (CD-RISC; Connor & Davidson, 2003), the Work-Family Conflict Scale (WFCS; Carlson et al., 2000), the Job Stress Questionnaire (JSQ; Parker & DeCotiis, 1983), and the Pittsburgh Sleep Quality Index (PSQI; Buysse et al., 1989). Descriptive statistics, including means and standard deviations, were used to summarize the data. At the inferential level, Pearson’s correlation coefficient and structural equation modeling were employed. Statistical analyses were conducted using SPSS version 27 and SmartPLS version 3.3.

Results: The findings indicated that the proposed conceptual model demonstrated an adequate fit to the data. Within the structural model, work–family conflict had a significant direct effect on sleep problems (β=0.21, p<0.01). Furthermore, the mediating roles of occupational stress (β=0.13) and resilience (β=0.06) in the relationship between work–family conflict and sleep problems were also confirmed (p<0.01).

Conclusion: The findings suggest that psychological interventions aimed at reducing work–family conflict, managing job stress, and enhancing resilience may be effective in preventing sleep problems and mitigating their adverse consequences among special education teachers.

Open Access Policy: This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited. To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/

Keywords: Job Stress, Resilience, Sleep Quality, Special Education, Work-Life Balance

Type of Study: Research | Subject: Health psychology
Received: 2026/04/1 | Accepted: 2026/09/1

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