Wei Yun, Subramaniam Geetha, Wang Xueshen
Faculty of Education, Language, Psychology & Music, SEGi University, Kota Damansara, Malaysia.
Front Psychol. 2025 Apr 14;16:1551903. doi: 10.3389/fpsyg.2025.1551903. eCollection 2025.
This paper aims to investigate the mediating role of work-family conflict in the relationship between the perception of the glass ceiling and female teacher burnout. The glass ceiling can create significant career barriers for women, potentially increasing work-family conflict and, in turn, leading to higher levels of burnout. Exploring these dynamics can provide insights into the underlying mechanisms contributing to female teachers' well-being and inform strategies to mitigate burnout in educational settings.
The sample population comprises 200 female teachers working in higher educational institutions in China where data has been collected via a survey questionnaire, followed by SPSS and Smart PLS to analyse and test the hypotheses.
Results indicate that there is a positive relationship between the perception of glass ceiling, work-family conflict and female teacher burnout, and work-family conflict mediates the relationship between the perception of glass ceiling and female teacher burnout in higher educational institutions in China.
These findings highlight how work-family conflict caused by the glass ceiling perception negatively impacts burnout among female faculty members in higher educational institutions, which are relevant to the UN Sustainable Development Goals (SDGs) 3, 4, and 5 emphasizing women's well-being, high-quality education, and gender equality, it offers actionable suggestions for policymakers to reduce the incidence of female teacher burnout.
本文旨在探讨工作-家庭冲突在玻璃天花板认知与女教师职业倦怠关系中的中介作用。玻璃天花板会给女性造成重大的职业障碍，可能加剧工作-家庭冲突，进而导致更高程度的职业倦怠。探究这些动态关系能够深入了解影响女教师幸福感的潜在机制，并为教育环境中减轻职业倦怠的策略提供依据。
样本群体由200名在中国高等教育机构工作的女教师组成，通过调查问卷收集数据，随后使用SPSS和Smart PLS进行分析并检验假设。
结果表明，玻璃天花板认知、工作-家庭冲突与女教师职业倦怠之间存在正相关关系，且工作-家庭冲突在中国高等教育机构中中介了玻璃天花板认知与女教师职业倦怠之间的关系。
这些发现凸显了由玻璃天花板认知引发的工作-家庭冲突如何对高等教育机构女教师的职业倦怠产生负面影响，这与联合国可持续发展目标（SDGs）3、4和5相关，这些目标强调妇女福祉、优质教育和性别平等，为政策制定者减少女教师职业倦怠发生率提供了可操作的建议。
