Teacher–researcher role conflict and burnout among Chinese university teachers: a job demand-resources model perspective
基于工作要求-资源模型，通过问卷调查和访谈，发现中国大学教师的教学与科研角色冲突与情绪耗竭和去人性化正相关，而组织支持感和政治技能调节了角色冲突与个人成就感降低的关系。
Based on the job demand-resources framework, the present study investigates the association between teacher–researcher role conflict and burnout (including emotional exhaustion, depersonalization and reduced personal accomplishment) among Chinese university teachers by testing the moderating effects of perceived organizational support (POS) and political skill. The results from two studies employing quantitative (survey) and qualitative (interview) methods indicate that (1) Chinese university teachers experience a low–to-moderate level of burnout; and (2) there is a partial association between teacher–researcher role conflict and burnout; specifically, role conflict is positively related to teachers’ emotional exhaustion and depersonalization. (3) Although no direct association was found between teacher–researcher role conflict and reduced personal accomplishment, political skill and POS moderate the relationship between role conflict and reduced personal accomplishment. As predicted, POS mitigates the feeling of reduced personal accomplishment led by role conflict. Moreover, the role-conflict-personal accomplishment relationship is strengthened when individuals show low political skill.