The Impact of Work-Family Support and Occupational Stress on Burnout Among University Teachers: The Mediating Role of Psychological Capital

University teachers face high risks of burnout, especially under increasing demands for educational quality. Burnout has been associated with poorer mental health, reduced teaching effectiveness, and lower student outcomes. Drawing on the Conservation of Resources Theory, this study explores the relationships among work-family support (WFS), occupational stress (OS), and burnout, with psychological capital (PsyCap) as a potential mediator. A total of 308 university teachers from China completed validated scales measuring WFS, OS, PsyCap, and burnout. Data were analyzed using SPSS 26 to test direct and mediating relationships. Results indicated that WFS was negatively correlated with burnout, while OS was positively correlated. PsyCap was found to be a significant statistical mediator in the relationships between WFS, OS, and burnout. Higher PsyCap was associated with lower levels of burnout. These findings suggest that WFS and OS are significantly associated with burnout among university teachers, and that PsyCap may function as a psychological resource related to reduced burnout. Enhancing PsyCap may provide a practical direction for mitigating burnout and developing sustainable and supportive academic environments.