Mediating and moderating roles in the association between teachers' job satisfaction and psychological well-being

Creative Commons License

Çörtük M., Koğar H.

INTERNATIONAL JOURNAL OF ASSESSMENT TOOLS IN EDUCATION, cilt.13, sa.3, ss.761-775, 2026 (ESCI, TRDizin)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 13 Sayı: 3
  • Basım Tarihi: 2026
  • Doi Numarası: 10.21449/ijate.1789257
  • Dergi Adı: INTERNATIONAL JOURNAL OF ASSESSMENT TOOLS IN EDUCATION
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Central & Eastern European Academic Source (CEEAS), Education Abstracts, ERIC (Education Resources Information Center), Directory of Open Access Journals, TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.761-775
  • Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
  • Akdeniz Üniversitesi Adresli: Evet

Özet

This study examined the mediating role of life satisfaction and the moderating role of organizational commitment in the relationship between teachers’ job satisfaction and psychological well-being. The sample consisted of 317 teachers working in public and private schools. Data were collected through an online survey including measures of job satisfaction, psychological well-being, life satisfaction, and organizational commitment. Mediation, moderation, and moderated mediation analyses were conducted using PROCESS Macro (Models 4, 1, and 14) with 5,000 bootstrap resamples. Results indicated that life satisfaction significantly mediated the association between job satisfaction and psychological well-being (b = .318). Organizational commitment significantly moderated the direct effect (b = -.011), although the conditional indirect effect was not statistically significant. The findings suggest that job satisfaction influences psychological well-being primarily through life satisfaction, while organizational commitment plays a limited contextual role.