This paper draws on Hobfoll’s conservation of resources theory to examine the association of work interference with family (WIF) and family interference with work (FIW) with burnout among the primary school teachers in Chhattisgarh, India. The study also examines the moderating role of emotional intelligence (EI) in the relationship between work/family interference (WIF/FIW) and burnout. Data were collected from 713 teachers using a questionnaire survey. The study used partial least squares path modeling to test the proposed measurement and structural model. Findings reveal that WIF and FIW are positively associated with burnout. The association of WIF was found to be stronger than FIW with burnout. Moreover, EI was found to significantly moderate the associations of WIF and FIW with burnout. The research points toward practical ways of reducing burnout caused by WIF and FIW by recognizing EI as a potential personal resource to be developed through training and development for teachers. Using the conservation of resources theory, this study makes an early attempt to explore the moderating role of EI between WIF/FIW and burnout in primary school teachers in the Indian public education system.

中文翻译：

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小学教师的工作/家庭干扰和倦怠：情绪智力的调节作用

本文利用霍布弗尔（Hobfoll）的资源节约理论，研究了印度恰蒂斯加尔邦（Chhattisgarh）小学教师的家庭干扰工作（WIF）和家庭干扰工作（FIW）与倦怠之间的关系。该研究还研究了情绪智力（EI）在工作/家庭干扰（WIF / FIW）与倦怠之间关系中的调节作用。使用问卷调查从713名教师中收集数据。该研究使用偏最小二乘路径建模来测试所提出的测量和结构模型。研究发现，WIF和FIW与倦怠呈正相关。发现WIF与倦怠的关联比FIW强。此外，发现EI可显着缓解WIF和FIW与倦怠的关联。这项研究指出了通过减少EI作为潜在的个人资源来减少WIF和FIW引起的倦怠的实用方法，这些资源是通过培训和发展教师而开发的。运用资源保护理论，本研究进行了早期尝试，以探讨印度公共教育系统中EI在WIF / FIW与倦怠之间的调节作用。