Work-School Conflict and Coping Strategies: Perceptions of Taiwanese Non-Traditional Students in Technological and Vocational Colleges

Abstract

The purpose of this study was designed to measure non-traditional students' perceptions of role conflicts between work and school and subsequent coping strategies, and to determine factors relevant to both role conflicts and coping. A survey was developed and implemented to investigate the continuing education issues. Results were based on 485 useable responses from non-traditional students in technological and vocational colleges in Taiwan, with a return rate of 80.83 per cent. This study found marital status had a significant effect on work-school conflict, and coping strategies. Single students had a higher degree of work-school conflict and the married students were better at coping. In addition, maturity, defined by combining age and years of work experience, was shown to have a significant inverse relationship with work-school conflict (greater maturity the less conflict) and a positive relationship with coping strategies. For the participants in this study, there were significant relationships among the subcategories of work-school conflict including development conflict, quality conflict, and coping strategies.