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.