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Background <p>This study investigates the attitudinal and behavioral consequences of Work-Life Balance (WLB) among teachers, focusing on the mediating role of Psychological Contract Violation (PCV).</p> Methods <p>An applied, descriptive-correlational survey design was employed. The target population included all English language teachers in Golestan Province (<i>N</i> = 598), from which a simple random sample of 234 was selected. A total of 152 usable responses were obtained. The measurement model was assessed for internal consistency using composite reliability, and for convergent validity using Average Variance Extracted (AVE). Discriminant validity was evaluated through the Fornell–Larcker criterion. Descriptive statistics were analyzed using SPSS, and Structural Equation Modeling (SEM) was performed using SmartPLS.</p> Results <p>WLB was negatively associated with PCV (β = − 0.209) and turnover intention (β = − 0.386), and positively associated with job performance (β = 0.252) and tardiness (β = 0.322). PCV significantly mediated the relationships between WLB and turnover intention (β = 0.366), tardiness (β = 0.325), and job performance (β = − 0.339).</p> Conclusion <p>Improving WLB and strengthening the psychological contract can reduce negative outcomes such as turnover intention and performance decline. However, the positive link between WLB and tardiness highlights the need for culturally responsive policy design.</p>

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Investigating the attitudinal and behavioral consequences of work-life balance considering the mediating role of psychological contract violation among english language teachers

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月24日

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  • Eesa Niazi,
  • Ali Arabmofrad,
  • Ramin Bagheri,
  • Amir Hassan Shamsabadi

摘要

Background

This study investigates the attitudinal and behavioral consequences of Work-Life Balance (WLB) among teachers, focusing on the mediating role of Psychological Contract Violation (PCV).

Methods

An applied, descriptive-correlational survey design was employed. The target population included all English language teachers in Golestan Province (N = 598), from which a simple random sample of 234 was selected. A total of 152 usable responses were obtained. The measurement model was assessed for internal consistency using composite reliability, and for convergent validity using Average Variance Extracted (AVE). Discriminant validity was evaluated through the Fornell–Larcker criterion. Descriptive statistics were analyzed using SPSS, and Structural Equation Modeling (SEM) was performed using SmartPLS.

Results

WLB was negatively associated with PCV (β = − 0.209) and turnover intention (β = − 0.386), and positively associated with job performance (β = 0.252) and tardiness (β = 0.322). PCV significantly mediated the relationships between WLB and turnover intention (β = 0.366), tardiness (β = 0.325), and job performance (β = − 0.339).

Conclusion

Improving WLB and strengthening the psychological contract can reduce negative outcomes such as turnover intention and performance decline. However, the positive link between WLB and tardiness highlights the need for culturally responsive policy design.