Impact of University Teachers’ Work–Family Conflict on Job Satisfaction: Understanding the Moderating Effect of Management Support

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Xue-Qin Yang, Chia-Ching Tu


Data on three universities in Guangzhou were obtained through purposive sampling. In total, 456 valid responses were obtained from the administered questionnaires. SPSS and AMOS were employed to evaluate the reliability and validity of the questionnaire. The results revealed that the work–family conflict and management support of university teachers exerted significant impact on their job satisfaction, and that management support perceived by university teachers had a moderating effect on work–family conflict and job satisfaction.

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