The Role of Perceived Organizational Support in Moderating the Relationship Between Work-Life Balance and Employee Well-Being Among University Teachers in China
This study examined the relationship between work-life balance among university teachers in China. To examine this relation, perceived organizational support (POS) was taken as a moderating variable. This study examined four factors perceived as organizational support, namely Employee Assistance Programs, leadership support, workplace culture, and supportive workplace policies, to examine their influence on work-life balance and the well-being of teachers. The study adopted a quantitative methodology and a cross-sectional survey design, taking 105 teachers from Chinese universities as the sample size. The questionnaire used a 5-point Likert scale to record the responses. Data was analysed using the statistical tool SPSS, conducting various tests like descriptive statistics, correlation analysis, moderation analysis, reliability tests, validity test, Kaiser-MeyerOlkin (KMO) and Bartlett's Test of Sphericity, and multicollinearity test conducted to determine the relation between variables. The findings revealed that offering proper work-life balance is positively associated with enhancing overall teachers' well-being. Additionally, the four variables under POS were found to be significant moderating variables that have a positive impact on work-life balance and well-being. This study contributes towards offering valuable suggestions to administrators of universities and policymakers to embrace perceived organizational support and work-life balance as valuable factors. This necessitates making structural changes in HR policies, like employee management programs, to enhance job satisfaction and offering support through policy changes both at the national and local levels to foster the well-being of teachers.
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