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<p>In today’s fast-paced academic landscape, university teachers encounter a considerable workload while managing strict deadlines and diverse responsibilities. In their efforts to maintain high performance, these teachers encounter significant job demands that can affect both their psychological well-being and job performance. Therefore, this study investigates the role of job demand in shaping the job performance of university teachers, with a focus on the mediating roles of Psychological Well-Being (PWB), anxiety and depression, and the moderating role of social support by considering Job Demand-Resource (JD-R) Theory as the foundation. Utilizing a cross-sectional design, quantitative data was collected from university teachers via an electronic structured questionnaire. The sample for this study was obtained through multistage random sampling and comprised 293 teachers from private universities in Lahore, Pakistan. The results of structural equation modeling show that PWB, anxiety, and depression act as mediators in the relationship between job demands and job performance. The study indicates that social support moderates the effects of job demands on anxiety and depression. Social support also moderates the relationship between job demands and PWB. The findings contribute to academic discourse by emphasizing the need for targeted interventions that prioritize social support and mental health resources to improve job outcomes and performance. This study bridges a critical gap in the literature and offers practical implications for university administrators and policymakers, indicating the requirement for well-balanced workloads, mental health initiatives, and supportive work environments.</p>

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Navigating job demands: The relationship of psychological well-being, anxiety, depression, and social support in university teachers’ job performance

  • 期刊论文

  • 发表日期：

    2025年2月26日

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  • Hummaira Qudsia Yousaf,
  • Memoona Naseer,
  • Muneeb Ahmed,
  • Sumaira Rehman

摘要

In today’s fast-paced academic landscape, university teachers encounter a considerable workload while managing strict deadlines and diverse responsibilities. In their efforts to maintain high performance, these teachers encounter significant job demands that can affect both their psychological well-being and job performance. Therefore, this study investigates the role of job demand in shaping the job performance of university teachers, with a focus on the mediating roles of Psychological Well-Being (PWB), anxiety and depression, and the moderating role of social support by considering Job Demand-Resource (JD-R) Theory as the foundation. Utilizing a cross-sectional design, quantitative data was collected from university teachers via an electronic structured questionnaire. The sample for this study was obtained through multistage random sampling and comprised 293 teachers from private universities in Lahore, Pakistan. The results of structural equation modeling show that PWB, anxiety, and depression act as mediators in the relationship between job demands and job performance. The study indicates that social support moderates the effects of job demands on anxiety and depression. Social support also moderates the relationship between job demands and PWB. The findings contribute to academic discourse by emphasizing the need for targeted interventions that prioritize social support and mental health resources to improve job outcomes and performance. This study bridges a critical gap in the literature and offers practical implications for university administrators and policymakers, indicating the requirement for well-balanced workloads, mental health initiatives, and supportive work environments.