ArticleBMC psychology2025
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.
Article in BMC psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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Who cites it
1 citing paper in PubMed.
- Teaching beliefs and wellbeing among primary school teachers: a moderated mediation of work engagement and career adaptability.Frontiers in psychology · 2026Article
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3 authors.
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Abstract
backgroundThe mental health of teachers has been demonstrated to be a contributing factor to the promotion of high-quality education in the country. The present study draws upon Conservation of Resources Theory and Social Support Theory in order to explore the relationship between family support and teachers' depression in primary and secondary school teachers, along with its underlying mechanisms.
methodsThis study employed convenience sampling to survey 3,159 primary and secondary school teachers (M
resultsThe results suggested that family support was significantly negatively associated with teachers' depression. Furthermore, subjective time pressure and work-family conflict exerted a serial mediating effect in the relationship between family support and depression in this teacher group.
conclusionsThe findings of the study indicate that teachers who encounter diminished levels of familial support are more prone to manifest elevated degrees of depression. This phenomenon may be attributed to the fact that such teachers face greater subjective time pressure and more intense work-family conflicts, which exacerbate depression. Therefore, the provision of enhanced family support and encouragement has been demonstrated to be an effective means of alleviating the stress and depression experienced by these teachers, thereby promoting their mental health.
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