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ORIGINAL RESEARCH article

Front. Psychol.
Sec. Personality and Social Psychology
Volume 15 - 2024 | doi: 10.3389/fpsyg.2024.1438933
This article is part of the Research Topic Personal Competences in the Academic and Work Environment: Advancing Towards Psychological Wellbeing View all 5 articles

The Relationship Between Work-family Conflict and Job Burnout among Primary and Secondary School Teachers: The Role of Depression and Cognitive Reappraisal

Provisionally accepted
Yue Li Yue Li 1Xingcan Ni Xingcan Ni 2Wei Zhang Wei Zhang 3Jianping Wang Jianping Wang 1Chengfu Yu Chengfu Yu 2Hongyu Zou Hongyu Zou 4*
  • 1 School of Education, South China Normal University, Guangzhou, China
  • 2 Department of Psychology, School of Education, Guangzhou University, Guangzhou, China
  • 3 Center for Studies of Psychological Application, School of Psychology, South China Normal University, Guangzhou, China
  • 4 School of Psychology, South China Normal University, Guangzhou, Guangdong Province, China

The final, formatted version of the article will be published soon.

    Background: Primary and secondary school teachers are a high-risk group for job burnout, and how to alleviate their job burnout has become an increasingly urgent issue. Previous studies have paid less attention to the differential effects of the bidirectional interaction between work and family on the job burnout of the teachers. This study aim to explore the different impact of work-family conflict and family-work conflict on job burnout among primary and secondary school teachers, as well as its underlying mechanisms.Methods: This study selected 2184 primary and secondary school teachers in China (Mage=37.26; SD=9.40) as participants using a random sampling method. Using the SPSS Process 4.0 macro plugin constructed a moderated mediation model, the study explored the relationships between two different forms of work-family conflict, depression, cognitive reappraisal, and job burnout.The study results indicated that both forms of work-family conflict were significantly positively related to the job burnout, and this relationship was influenced by the mediating role of depression. Furthermore, cognitive reappraisal moderated the relationship between depression and job burnout.This study revealed the potential pathways influencing job burnout among primary and secondary school teachers in the Chinese cultural context. Focusing on and alleviating work-family conflicts for primary and secondary school teachers is crucial for mitigating their occupational burnout. Additionally, teachers should also carefully and reasonably use cognitive reappraisal as an emotional regulation strategy to adjust the impact of depression on occupational burnout.

    Keywords: work-family conflict, Job burnout, Depression, cognitive reappraisal, Primary and

    Received: 27 May 2024; Accepted: 11 Sep 2024.

    Copyright: © 2024 Li, Ni, Zhang, Wang, Yu and Zou. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Hongyu Zou, School of Psychology, South China Normal University, Guangzhou, 510631, Guangdong Province, China

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.