Objectives: The phenomenon of work-family conflict in organizations leads to important consequences, such as job burnout, emotional burnout, reduced job performance, and decreased individual well-being. Based on this, the aim of the present study was to investigate the effect of work-family conflict on the emotional burnout of teachers in Qom City with the moderating role of organizational support.
Methods: The research was conducted based on structural equation modeling, and the statistical population included all teachers in Qom, totaling 3,864 people, of whom 390 were selected as a sample using the Cochran formula and stratified random sampling method. Three questionnaires of work-family conflict, emotional burnout, and organizational support were used. Research data analysis was performed using SPSS version 26 and Pls software at descriptive (frequency, percentage, mean, and standard deviation) and inferential levels (structural equation model).
Results: The path coefficient of the variables showed that work-family conflict on emotional burnout (Beta=0.625, t=19.45, P=0.000) had a positive and significant effect, and perceived organizational support had a negative and significant effect on emotional burnout (Beta=0.127, t=-2.97; P=0.004).
Conclusion: Organizational support can have a moderating role in the relationship between work-family conflict and burnout. Therefore, the more the individual and his/her environmental conditions can control work-family conflict, and the more support the individual perceives from the organization, the less emotional burnout the individual will experience. Therefore, in addition to the courses it holds to increase teachers' knowledge in specialized fields, the education organization can also hold courses aimed at preparing them psychologically to deal with such stressful situations, which are sometimes unavoidable given today's life and improve their self-control and self-management skills to manage these situations.
