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

摘要

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.