WHEN WORK AND FAMILY COLLIDE: EMOTIONAL INTELLIGENCE AS A MODERATOR OF BURNOUT

Abstract

Purpose: The purpose of this study was to analyze the effects of Work Interference with Family (WIF) and Family Interference with Work (FIW) on burnout among self-financing college educators in Kerala, as well as to explore the moderating influence of Emotional Intelligence (EI) in these dynamics.

Design/ Methodology/ Approach: The research utilized a cross-sectional survey design, gathering data from 427 educators employed in self-financing colleges. Standardized instruments were employed to assess Work Interference with Family (WIF), Family Interference with Work (FIW), Emotional Intelligence (EI), and burnout. Partial Least Squares Structural Equation Modelling (PLS-SEM) was utilized to evaluate the measurement and structural models, incorporating moderation effects, through SmartPLS.4.

Findings: The results indicated that both WIF and FIW significantly exacerbate burnout, suggesting that conflict in either direction contributes to emotional exhaustion among educators. EI exhibited a substantial negative impact on burnout, indicating that individuals with elevated EI endure reduced emotional strain. Moreover, EI significantly moderated both relationships, diminishing the positive effects of WIF and FIW conflict on burnout.

Practical implications: The findings underscore the necessity for institutions to establish workload management strategies, alleviate administrative burdens, and adopt family supportive policies. It is advisable to implement EI training, counseling interventions, and stress management programs to improve teachers' emotional coping abilities and mitigate burnout.

Originality/ Value: This study enhances the existing literature on work-family dynamics by illustrating the dual function of EI as both a direct predictor and a moderator in alleviating teacher burnout. It provides significant insights pertinent to the inadequately studied context of self-financing colleges in India.