Journal
PSYCHOLOGY IN THE SCHOOLS
Volume 57, Issue 9, Pages 1347-1364Publisher
WILEY
DOI: 10.1002/pits.22426
Keywords
job burnout; perceived supervisor support (PSS); psychological capital (PsyCap); teaching-research conflict; university teachers
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Funding
- National Social Science Foundation of China [19BRK009]
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This study examined the relationship between teaching-research conflict and job burnout among university teachers and the moderating role of perceived supervisor support (PSS) and psychological capital (PsyCap) in this relationship. Using a cross-sectional design, data were collected from a convenience sample of 488 university teachers in China. Hierarchical regression analysis was performed to examine the moderating role of PSS and PsyCap in the relationship between teaching-research conflict and job burnout. The results showed that (a) teaching-research conflict was positively linked to emotional exhaustion and depersonalization but negatively linked to personal accomplishment, (b) PSS moderated the effects of teaching-research conflict on both emotional exhaustion and depersonalization but did not act as a moderator in the relationship between teaching-research conflict and personal accomplishment, and (c) PsyCap moderated the effect of teaching-research conflict on all three dimensions of job burnout.
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