The role of work-family role integration in a job demands-resources model among Chinese secondary school teachers

Abstract

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.

The mechanism of teaching–research conflict influencing job burnout among university teachers: The roles of perceived supervisor support and psychological capital

“…However, long‐term excessive job demands can make resource compensatory strategies fade over time, resulting in physical or psychological overcommitment, and eventually leading to job burnout (Bakker, Demerouti, & Schaufeli, 2005; Barkhuizen, Rothmann, & van Vijver, 2014; Boyd et al, 2011). Several empirical studies into role conflict have consistently shown that it has a moderate to high correlation with job burnout among primary and secondary school teachers (Aydogan et al, 2009; Byrne, 1994; Lau et al, 2005; H. Liu & Cheung, 2015; Maslach et al, 2001; Papastylianou et al, 2009; Schwab & Iwanicki, 1982; Silva et al, 2015). For example, Papastylianou et al (2009) found that EE and DP were positively associated with role conflict among primary school teachers.…”

“…In terms of teachers' job burnout, there is ample evidence to suggest that burnout is a common issue among primary and secondary school teachers, with many mediating and moderating variables contributing to this phenomenon (Aydogan, Dogan, & Bayram, 2009;Byrne, 1994;Lau, Yuen, & Chan, 2005;H. Liu & Cheung, 2015;Maslach, Schaufeli, & Leiter, 2001;Papastylianou, Kaila, & Polychronopoulos, 2009;Schwab & Iwanicki, 1982;Silva, Hewage, & Fonseka, 2015).…”

“…In terms of teachers' job burnout, there is ample evidence to suggest that burnout is a common issue among primary and secondary school teachers, with many mediating and moderating variables contributing to this phenomenon (Aydogan, Dogan, & Bayram, 2009; Byrne, 1994; Lau, Yuen, & Chan, 2005; H. Liu & Cheung, 2015; Maslach, Schaufeli, & Leiter, 2001; Papastylianou, Kaila, & Polychronopoulos, 2009; Schwab & Iwanicki, 1982; Silva, Hewage, & Fonseka, 2015). However, though university teachers are also highly susceptible to burnout, especially in the form of emotional exhaustion (Akça & Yaman, 2010; Zhou et al, 2009), only a few empirical studies have been carried out to explore the mechanisms that lead to burnout among this group of professionals (Ghorpade et al, 2011; Sabagh, Hall, & Saroyan, 2018; Watts, & Robertson, 2011; Zábrodská et al, 2018), not to mention the studies that specifically focus on the effects of teaching–research conflict on job burnout (Xu, 2019).…”

In pursuit of job satisfaction and happiness: Testing the interactive contribution of emotion‐regulation ability and workplace social support

“…Given the empirical evidence on leaders’ EI, subordinates’ EI and job satisfaction, the replication of these findings adopting multi‐level designs would be crucial (Miao, Humphrey & Qian, ). Moreover, it would also be a worth‐while avenue to examine the interactive effects of ERA and workplace social support on crucial indicators of individuals’ well‐being such as work‐family conflict and enrichment (Liu & Cheung, ). Besides, as job satisfaction was assessed using a global measure, further research measuring job satisfaction facets (i.e., satisfaction with pay or promotional opportunities) may yield differential association patterns amongst ERA and supervisors from colleagues and supervisor with job satisfaction facets (Bowling et al ., ).…”

Association Between Job Stress and Organizational Commitment in Three Types of Chinese University Teachers: Mediating Effects of Job Burnout and Job Satisfaction

“…Since teachers experience a great deal of stress during the course of their careers, teaching has long been considered a high-stress occupation ( Johnson et al, 2005 ; Noor and Zainuddin, 2011 ; Liu and Cheung, 2015 ). For academic personnel, stressors include high pressure to publish and task-role balance management put extra burden on their shoulders ( Graça et al, 2020 ).…”