Mediating role of emotion regulation strategies in emotional job demands, colleague support, and job burnout impacting university staff in Jiangsu, China

Universities are seen as centers of learning, as well as workplaces where intricately complex interpersonal dynamics are evident. A large number of administrative staff make up one of the most important parts of university personnel who fulfil the aims of educational management policies. This research examines the mediating role of emotion regulation strategies on the relationship between emotional job demands, colleague support and job burnout felt by university administrative staff who work in Jiangsu Province, China. Jiangsu has the largest number of universities, the best resources in the country and is recognised as a leading region in education. In this study, the Job Demands-Resources (JD-R) model is used as the theoretical framework, and the quantitative cross-sectional design was employed. Stratified random sample method served to select 443 administrative staff from 10 universities while structured questionnaires were used to collect data. 75.4% of the responses were retrieved and analysed using descriptive and inferential statistics. Results show that the indirect effect of emotional job demands on job burnout through emotion regulation are significant; indirect effects values are B=0.161 for reappraisal and B=0.172 for suppression. A positive association was found between emotional job demands and burnout (β=0.627, p=0.001), whereas reappraisal and suppression had opposite effects on burnout (β=-0.308, p=0.001; β=0.281, p=0.001). Interestingly, colleague support did not predict job burnout (β=0.035, p=0.458). It emphasises the significance of university administrative staff handling emotional issues. Emotional job demands significantly contribute to burnout, however, emotion regulation strategies (e.g. reappraisal) have potential in reducing its effects. According to these findings, universities should begin incorporating emotion focused training and support mechanisms into their institutions’ policies. The universities will be able to foster environments in which effective emotion regulation can be promoted, including administrative staff’s well-being, burnout prevention, and make possible education management sustainability. Consequently, the study’s implications hold for policymakers and university administrators as well. A pragmatic way to help alleviate administrative stress and build a more supportive workplace is to give important consideration to prioritising emotion regulation strategies. Achieving the best possible university management system and at the same time maintaining Jiangsu Province’s educational excellence status requires these interventions.

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