<![CDATA[The aim of this study to explore conflict and coping strategies employed by unmarried female teachers to manage the demands of both work and personal life more effectively. Being a teacher is complex and it is more complex in women gender, especially in balancing professional duties and personal life, known as work-family conflict. In reality, this conflict is not exclusive to married women with families but also affects unmarried women. Greenhaus & Beutell (1985) defined the conflict based on three types, namely time-based conflict, strains-based conflict, and behaviour-based conflict. To deal with it, Stuart and Sundeen (1991) defined two types of coping mechanisms that individuals employ: problem-focused coping (direct action) and emotion-focused coping (palliative form). The study using a qualitative approach and phenomenological design to explore deeply regarding the phenomenon. Through qualitative interviews with four unmarried female teachers the findings reveal diverse perspectives on time-based, strain-based, and behavior-based conflicts. The participants articulate the time-based conflict arising from extended work hours, impacting the quality of family interactions. Strain-based conflict is illuminated through external impositions, continuous communication demands, conflicting family and work pressures, and the emotional toll of career decisions. Behavior-based conflict underscores the challenges of adapting behavior to meet divergent expectations, affecting emotional well-being and identity. In response to these conflicts, the coping strategies employed by the participants predominantly lean towards emotion-focused mechanisms. The implications of the research highlight the need for tailored interventions that recognize individual experiences and promote a harmonious integration of work and family roles. Recommendations include the development of workplace policies supporting work-life balance, training on adaptive behavior strategies, and fostering a supportive organizational culture. By addressing these findings, the research contributes to a deeper understanding of the complexities surrounding work-family conflict and coping mechanisms among unmarried female teachers..]]>
