The boundary conditions under which teaching–research conflict leads to university teachers’ job burnout

Abstract

Purpose – This study aimed to examine the boundary conditions under which teaching‌‌–research conflict influences university teachers'‌‌‌ job burnout. Methods – Data from 487 teachers of three universities in China were analyzed with structural equation modeling and other statistical approaches.‌ Findings – (a) Teaching–research conflict was positively linked to job burnout; (b)‌‌ perceived supervisory support (PSS) moderated the effect of teaching–‌research conflict on job burnout, and (c) psychological capital (PsyCap) moderated the effect of teaching–research conflict on job burnout. Implications – Universities should manage to increase teachers' PSS and PsyCap so as to buffer the effect of role conflict on job burnout. Originality/value –‌‌‌ Our findings stress the importance of PSS and PsyCap as important external and internal resources and offer new insights on the boundary conditions of teaching–research conflict influencing teachers’ job burnout.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 51 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.