The Influence of Work-Life Balance and Emotional Intelligence on Female Lecturers’ Performance: The Mediating Role of Dual Roles at Universitas Mulawarman

This study examines the influence of work-life balance (WLB) and emotional intelligence (EI) on the performance of female lecturers at Universitas Mulawarman, with dual roles as a mediating variable. The objectives are to analyze the direct effects of WLB and EI on performance, explore the mediating role of dual roles, and provide recommendations for enhancing academic productivity and well-being. A quantitative approach was employed, utilizing a cross-sectional survey design. Data were collected from 150 female lecturers in the Faculty of Medicine using a structured questionnaire adapted from validated scales for WLB, EI, dual roles, and performance. Structural Equation Modeling Partial Least Squares (SEM-PLS) was used to analyze the relationships. Results indicate that WLB (β = 0.245, p = 0.001) and EI (β = 0.312, p = 0.000) significantly and positively affect performance, while also positively influencing dual roles (WLB: β = 0.298, p = 0.000; EI: β = 0.274, p = 0.000). Dual roles significantly enhance performance (β = 0.356, p = 0.000) and partially mediate the relationships between WLB and performance (β = 0.165, p = 0.003) and EI and performance (β = 0.164, p = 0.004). The model explains 62.4% of the variance in performance and 58.7% in dual roles, demonstrating strong explanatory power. These findings suggest that effective management of dual roles amplifies the positive effects of WLB and EI on performance. The study concludes that institutions should implement flexible work policies and EI training to support female lecturers, particularly in high-demand fields like medical education. This research contributes to the literature on academic performance in developing countries and offers practical insights for enhancing female lecturers’ well-being and productivity.