Psychological empowerment, work–family facilitation, and job satisfaction among PE teachers: the moderating role of work–family segmentation preferences

This study aims to respond to the research call to recognize the boundary conditions between individual differences in work–family theorizing and to provide empirical support for the model of work–family facilitation. Therefore, we adopted the model of work–family facilitation and examined the relationships among psychological empowerment, work–family facilitation, work–family segmentation preferences, and job satisfaction. A total of 233 physical education (PE) teachers participated in this study. The data were collected via questionnaire. The results indicated that work–family segmentation preferences strengthened the indirect effect of psychological empowerment on job satisfaction through work–family facilitation. Limitations and future research directions are discussed.