Work/family interference and burnout among primary school teachers: the moderating role of emotional intelligence

Abstract

This paper draws on Hobfoll’s conservation of resources theory to examine the association of work interference with family (WIF) and family interference with work (FIW) with burnout among the primary school teachers in Chhattisgarh, India. The study also examines the moderating role of emotional intelligence (EI) in the relationship between work/family interference (WIF/FIW) and burnout. Data were collected from 713 teachers using a questionnaire survey. The study used partial least squares path modeling to test the proposed measurement and structural model. Findings reveal that WIF and FIW are positively associated with burnout. The association of WIF was found to be stronger than FIW with burnout. Moreover, EI was found to significantly moderate the associations of WIF and FIW with burnout. The research points toward practical ways of reducing burnout caused by WIF and FIW by recognizing EI as a potential personal resource to be developed through training and development for teachers. Using the conservation of resources theory, this study makes an early attempt to explore the moderating role of EI between WIF/FIW and burnout in primary school teachers in the Indian public education system.