The so-called ‘work-family conflict’ arising from the need to balance family and professional roles is a common occurrence in the organizational context. Studies show that it is a considerable source of distress both for the employees, as well as for the organization (cf Lourel et al., 2009), provoking recurrently negative emotions and seriously affecting the subjective wellbeing of the employees (cf Ilies et al., 2012). In this regard, school teachers are not exception. Due to work overload and the need to adapt quickly to permanent changes (economic, technological and social) happening in educational institutions presently, their work extends beyond the workplace, requiring efforts in finishing the professional tasks even at home (Rachel et al., 2007). Statistical data show that an increased number of teachers abandon their work, work-family conflict being one of the motives of dissatisfaction and demotivation at the workplace that influences this decision.