Organizational support and faculty well-being: unlocking the dual mediating pathways of work-family conflict and organizational identification

Given the prominent issue of work-related stress among university teachers, enhancing their professional well-being has drawn significant attention. This study investigates the mechanisms by which organizational support, encompassing both resource-based and emotional dimensions, improves faculty’s professional well-being. Drawing on survey data from Chinese university faculty, regression and mediation analyses reveal that high levels of organizational support are significantly associated with improved overall well-being, including higher levels of job satisfaction, life satisfaction, and psychological health. Notably, emotional support exhibits a more pronounced effect than resource support. Further analyses indicate that organizational support enhances well-being primarily by reducing work-family conflict and strengthening organizational identification. These findings offer important theoretical insights and practical implications for faculty development and higher education management.