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The present study examined the mediating role of emotional exhaustion in the relationship between work-family conflicts and commitment to the profession and the moderating role of psychological capital in explaining the proposed mediating mechanism. The study was based on a cross-sectional design and was conducted in Spring 2020 on a convenience sample of 1655 Croatian teachers. The moderated mediation analysis revealed that work-family and family-work conflicts were related to emotional exhaustion ( β  = .645,  p  &lt; .001 and  β  = .353,  p  &lt; .001, respectively), which, in turn, was related to commitment to the profession ( β  = −.319,  p  &lt; .001 and  β  = −.353,  p  &lt; .001, respectively). Also, work-family conflicts were directly related to commitment to profession ( β  = −.133,  p  &lt; .001 and  β  = −.149,  p  &lt; .001, respectively). Finally, the relationship between family-work conflict and emotional exhaustion was stronger among teachers with greater psychological capital.

educational psychology

Work–family conflicts and teacher commitment during the COVID-19 pandemic: a moderated mediation analysis of emotional exhaustion and psychological capital