<p>This study focuses on the effect of mentorship on work-life balance (WLB) and employee satisfaction and, further, on how technological support influences these relationships. The study aims to (1) investigate the effect of mentorship on WLB and employee satisfaction, (2) examine both the direct and indirect effects of WLB on satisfaction, and (3) analyze the impact of the technological environment on these dynamics as a moderator. Grounded in the conservation of resources and social exchange theory, this study conceptualizes mentorship as a supportive mechanism by which faculty manage WLB. Through an online survey, 1,364 data points were accumulated from faculty members working across Shandong province, China, and analyzed using structural equation modeling. The study findings evidenced that mentorship has a significant impact on WLB and employee satisfaction. Additionally, WLB has both a statistically significant direct and indirect impact on satisfaction, emphasizing its mediating role. The technological environment also significantly moderates the WLB–employee satisfaction link, indicating that technological conditions enhance the positive effects of WLB. The results underscore the importance of mentorship and WLB in improving faculty members’ satisfaction and highlight the enabling role of technological support in the contemporary academic environment. The findings suggest that educational entities need to invest in mentorship programs, WLB policies, and technological infrastructure to boost employee morale, involvement, satisfaction, and overall productivity.</p>