Effects of Dual Role Conflict, Work Stress, and Work–Family Balance on Female Lecturer Performance

This study examines the direct and indirect effects of dual-role conflict and job stress on the performance of female lecturers, with work–family balance as a mediating variable. The research employed a quantitative, explanatory approach using Partial Least Squares Structural Equation Modeling (PLS-SEM) with 150 respondents—married female lecturers at Universitas Borneo Tarakan. Data were collected using validated instruments adapted from the Occupational Stress Index and the Carlson et al. work–family balance model. The findings reveal that dual-role conflict significantly and negatively affects female lecturer performance both directly and indirectly through reduced work–family balance. In contrast, job stress does not show a significant direct effect but has a significant indirect impact on performance through the mediating role of work–family balance. Additionally, work–family balance emerged as a strong positive predictor of performance. These results highlight the critical role of psychological balance in mitigating the adverse effects of work-related and domestic pressures. The study offers valuable insights for institutions to develop support mechanisms that enable female academics to maintain optimal professional performance while managing multiple roles.