The current study examines an integrative demands-resources model of the work-family interface in a sample of 259 Chinese secondary school teachers. Participants completed questionnaires relating to job demands, job resources, work-to-family conflict, work-to-family enrichment, work-family role integration (WFRI) and burnout scale. Results show that: (i) job demands were strongly and positively associated with work-to-family conflict, which further led to an increase in burnout; job resources were strongly and positively associated with work-to-family enrichment, and consequently to a decrease in burnout. Job demands also had a significant direct impact on burnout; (ii) a newly proposed construct, WFRI, was found to partially mediate the relationship between job demands and work-to-family conflict, as well as between job resources and work-to-family enrichment. Theoretical and practical implications are discussed, and future research directions are provided.