Teachers’ Work-family Conflict and Student Development in China: An Analysis Based on a Moderated Mediation Model
DOI:
https://doi.org/10.57125/FED.2026.03.07Keywords:
Work-family conflict, Turnover intention, Job crafting behaviour, Student development, Chinese teachers.Abstract
Against the backdrop of China’s educational reforms, such as the Double Reduction Policy, Chinese teachers face unprecedented work-family conflict (WFC) due to heavy workloads and increased administrative responsibilities, yet the mechanism linking teachers’ WFC to student comprehensive development remains underexplored in existing research. This study adopts a cross-sectional design to investigate this relationship, with a focus on the mediating role of turnover intention and the moderating role of job crafting behaviour, operationalising student development as mandated by China’s Ministry of Education. Data were collected via an online survey from 583 full-time primary and secondary school teachers in Beijing, and a moderated mediation analysis was conducted using SPSS 27.0 and the PROCESS macro (Model 59), with gender, age, and professional title as control variables. The results show that WFC has no significant direct effect on student development, while turnover intention exerts a full mediating effect on the relationship between WFC and student development (effect=-0.106, SE=0.020, 95%CI [-0.148, -0.070]). Additionally, job crafting behaviour significantly moderates the link between turnover intention and student development (effect=0.179, SE=0.054, t=3.314, p<0.01), effectively attenuating the negative impact of turnover intention on student development. In contrast, its moderating effect on the WFC-turnover intention path is non-significant. Theoretically, this study enriches the application of the Conservation of Resources Theory and the Job Demands-Resources model in the educational context by uncovering the indirect mechanism by which WFC influences student development. Practically, it provides targeted implications for policymakers and school administrators: structural support is needed to alleviate WFC, and systematic interventions should be implemented to fosterjob crafting behaviour, thereby mitigating the adverse effects of turnover intention and promoting students’ all-round development.
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