Impacts of lecturers’ self-efficacy, self-esteem and determination on work-life balance, job performance

Abstract

How to enhance job performance and ensure work-life balance for university lecturers is a question that attracts the attention of university leaders and researchers. Based on the Conservation of Resources theory and the model of Work-Family Interface, the authors analyze the impact of internal resources within each lecturer  on work-life balance and job performance. The Partial Least Squares Structural Equation Modeling (PLS-SEM) method was used to analyze survey responses from 189 lecturers at universities in Ho Chi Minh City. The analysis results indicate that all six research hypotheses were accepted. Theoretically, the findings of this study contribute to reinforcing the assertions of the Conservation of Resources theory and the model of Work-Family Interface. Practically, universities need to create a working environment that encourages collaborative development among lecturers, provides opportunities for lifelong learning, allows lecturers to work in areas they are passionate about, and sets challenging goals for them.