The Impact of Family Support on Depression among Primary and Secondary School Teachers in China: The Serial Mediating Roles of Subjective Time Pressure and Work-Family Conflict

Background Teachers' mental health contributes to the promotion of high-quality education in the country. Drawing on Conservation of Resources Theory and Social Support Theory, this study explored the relationship between family support and depression among primary and secondary school teachers, along with its underlying mechanisms. Methods This study employed convenience sampling to survey 3,159 primary and secondary school teachers ( M _age =40.43, SD  = 10.22; 37.4% male) in China via online platforms. Participants completed the Family Support Questionnaire, Time Affluent scale, Teacher Work-Family Conflict Questionnaire, and Patient Health Questionnaire. The data were subsequently analyzed using SPSS and its PROCESS plugin. Results The results indicated that family support was a significant negative predictor of depression among primary and secondary school teachers. Additionally, subjective time pressure and work-family conflict exerted a serial mediating effect in the relationship between family support and depression in this teacher group. Conclusions The results suggest that primary and secondary school teachers with lower family support tend to experience higher levels of depression. This may be attributed to the fact that such teachers face greater subjective time pressure and more intense work-family conflicts, which in turn exacerbate depression. Consequently, enhanced family support and encouragement can effectively alleviate these teachers' stress and depression, thereby promoting their mental health.