Double work presence (work–family conflict) in university teaching: bibliometric review 2010–2025
DOI:
https://doi.org/10.5281/zenodo.17518425Keywords:
conflict, family, workAbstract
Work-family conflict (WFC) is a psychosocial risk with direct implications for mental health, academic performance, and the quality of education provided by teachers. This article analyzes scientific research on dual work presence in university teaching published between 2010 and 2025. The study was descriptive in scope; the search strategy was carried out in Web of Science and Scopus, using equations with descriptors and Boolean operators. The records were imported into Microsoft Excel and selected at three levels, represented in the PRISMA flowchart. The synthesis of the 28 articles was processed in Bibliometrix (RStudio) based on an integrative narrative analysis. The findings show sustained growth, with an annual increase of 8.16%, and recent literature with the most relevant contributors. The conceptual structure revealed three clusters focused on work-family conflict, stress, and resources, consolidating an expanding field that integrates dimensions of teacher well-being and work-life balance.
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