ORIGINAL RESEARCH article
Front. Psychol.
Sec. Organizational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1586128
The Influence of Work-Life Balance on Teacher Performance in Zhengzhou, China
Provisionally accepted
- 1Henan Open University, Zhengzhou, Henan Province, China
- 2Asia Pacific University of Technology & Innovation, Kuala Lumpur, Malaysia
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This study examines the complex interconnections between work-life balance elements, stress levels, emotional intelligence, and teacher effectiveness, contextualised within the Conservation of Resources (COR) paradigm. The research examines the impact of resource conservation and emotional regulation on performance, emphasising stress levels as a mediator and emotional intelligence as a moderator. A quantitative methodology was utilised, involving data collection from 300 educators in Zhengzhou, China, and analysis by Structural Equation Modelling using Smart-PLS. The findings indicated substantial direct and indirect correlations. Social support availability (SSA) exhibited a substantial direct effect on stress levels (T = 4.648, P = 0.000), whereas work environment harmony (WM) and SSA notably affected teacher performance (T = 2.099, P = 0.036; T = 2.626, P = 0.009). Mediation analysis indicated complete mediation for AFP → SL → TP (H3, T = 3.021, P = 0.003) and complementing partial mediation for SSA → SL → TP (H4, T = 2.574, P = 0.010). Moderation analysis revealed that emotional intelligence substantially mitigated the effect of stress on teacher performance (H11, T = 4.129, P = 0.000). These findings expand COR theory by associating resource conservation with emotional intelligence, providing theoretical insights and practical recommendations for developing supportive settings that improve teacher performance. Educational officials in Zhengzhou are urged to create interventions aimed at reducing stress and enhancing emotional intelligence to attain sustained improvements in teacher performance.
Keywords: Conservation of resources theory, work-life balance, Stress levels, Emotional Intelligence, Teacher performance, Zhengzhou, Smart-PLS, Mediation analysis
Received: 13 Mar 2025; Accepted: 18 Aug 2025.
Copyright: © 2025 Li † and Albattat †. 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: Ahmad Albattat †, Asia Pacific University of Technology & Innovation, Kuala Lumpur, Malaysia
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