Does Psychological Well-Being Moderate the Relationship Between Social Support and Work-Life Balance in Lecturers?

Achieving work-life balance is a big challenge for lecturers, particularly given the complexity and variety of their job demands. This study explores the moderating effect of psychological well-being in the relationship between social support and work-life balance. The participants research involved 284 lecturers in Tuban Regency, selected using purposive sampling. This study utilized a research instrument comprising three scales: a work-life balance scale consisting of 12 items (α = 0.820), a social support scale (27 items, α = 0.933), and a psychological well-being scale (24 items, α = 0.949). Data analysis was conducted using moderation analysis techniques by Hayes' Process Macro v4.3. The results showed that psychological well-being moderates the relationship between social support and work-life balance in lecturers (β = 0.0041; CI95 [0.0017, 0.0065]; SE = 0.0012; p = 0.0010). The relationship between social support and work-life balance in lecturers will be stronger with increasing psychological well-being. Furthermore, this study also indicates a significant positive relationship between social support and work-life balance (β = 0.2547; CI95 [0.2001, 0.3092]; SE = 0.0277; p = 0.0000). The findings have practical implications for higher education institutions in designing policies and programs that support work-life balance, which ultimately contributes to improving the quality of education.