The Effects of Job Demands and Work Engagement on the Well-Being of Chinese College Teachers: A Work–Life Balance Perspective

Abstract

The study explored the relationship among job demands, work engagement, work–life balance, and the well-being of Chinese college teachers. A snowball sampling method was used to distribute online questionnaires through the Questionnaire Star platform. The valid subjects were 586 university teachers—367 females (62.6%) and 219 males (37.4%). The structural equation model indicated that work–life balance was a positive factor in promoting well-being while job demands negatively affected work–life balance and work engagement positively affected work–life balance. Colleges, therefore, should maintain and promote the work–life balance of college teachers through practical job design, providing college teachers with appropriate job demands and taking incentive measures to enhance college teachers’ work engagement. This study enriched the research on applying the work–life balance model among college teachers and understanding the interrelationship among job demands, work engagement, work–life balance, and well-being of current college teachers in China as well as provided empirical support for maintaining and promoting the well-being of college teachers.