M.A. Thesis:

The Rerlationship bteween work-family Conflict and perceived occupational stress of teachers with Academic Self-Handicapping of Elementary Students in sabzevar City

the purpose of the present research was to study the relationship between work-family conflict and perceived occupational stress of teachers with primary students' academic self-debilitation of Sabzevar. the population of the research included 100 teachers and 100 students of primary school in Sabzevar in 2017. Data were obtained by work-family conflict questionnaire of Rastegar Khaled (2011), academic self-debilitation scale of Jones and Rudwalt (1982) and perceived occupational stress of Kriaco and Satklif (1968). Findings were analyzed by SPSS software and multi-uni variate regression analysis test. The results show that there is positive significant correlation between work-family conflict and academic self-debilitation (P<0.05) and also there is positive significant correlation between perceived occupation stress and academic self-debilitation (P<0.01). also, the results show that perceived occupational stress predicts self-debilitation in positive direction (p<0.01, ?=-0.741). the results demonstrate that work-family conflict also predict self-debilitation in positive direction (p<0.01, ?=0.675). according to the results it can be said that to solve problems related to academic self-debilitations, it is necessary to have special attention toward work-family conflict and perceived occupational stress and generally work-related problems of teachers. So, the importance of teachers' occupational structures in academic self-debilitation of students is undeniable.

Keywords: work-family conflict, perceived occupational stress, academic self-debilitation