Boundary violations and university teachers' well-being during mandatory telework: Recovery's role and gender differences.

Background: This study aimed to explore the role of psychological detachment from work in the relationship of boundary violations and flourishing, as well as gender differences among university teachers during mandatory telework. We developed and tested a moderate mediation model where psychological detachment was the explanatory mechanism of the relationship between boundary violations with flourishing and using gender as the moderating variable.

Methods: A cross-sectional study was conducted with a sample of 921 Brazilian university teachers (mean age 44 years, 681 women and 240 men) during mandatory telework.