On the other hand, teaching work in a competitive educational environment can generate stress and resistance to change if the challenges of change are not adequately explained. Support and commitment to development as a teacher and the feeling of being valued by the school can help a person feel satisfied with their work, which in turn is associated with life satisfaction ( Lent et al., 2011). Similarly, job commitment can also have an indirect impact on life satisfaction through job satisfaction. The feeling of having the ability to perform tasks and achieve work goals can help a person make progress in their teaching goals, which in turn is associated with life satisfaction ( Lent and Brown, 2008). Self-efficacy is indirectly related to life satisfaction through job satisfaction. Social cognitive theory proposes a multifactorial model of job satisfaction that integrates different factors and explains how these factors contribute to job satisfaction and life satisfaction ( Lent and Brown, 2006 Marcionetti and Castelli, 2022). Based on Bandura’s (2010) social cognitive theory, Lent and Brown (2006) proposed a theory of job satisfaction that combines many components into a unified and empirically testable model. These models may include self-efficacy, organizational commitment, and workload ( Paloş et al., 2022). Models have been developed that include different predictors to explain or predict teacher job satisfaction. Given that teachers face various challenges in their work, such as training, hiring, tenure, status, and working conditions ( Schwarzer and Hallum, 2008 Lent et al., 2011), there has been a growing interest in the extent to which job satisfaction may be related to dispositional and job-related factors. In recent years, there has been increasing attention paid to the well-being of teachers, including their job and life satisfaction, as well as the stress and burnout they experience. It is important to reduce workload and promote self-efficacy and organizational commitment to improve the well-being and satisfaction of teachers. Job satisfaction acts as a mediator in this relationship. The mediating effect of job satisfaction between self-efficacy, life satisfaction, workload, and overall life satisfaction was confirmed.Ĭonclusion: The results confirm the importance of self-efficacy, organizational commitment, and workload in job satisfaction and overall life satisfaction of elementary education teachers. Specifically, self-efficacy and organizational commitment were positive predictors of job satisfaction, while workload was a negative predictor of job satisfaction. Structural equation modeling (SEM) was used for data analysis. They were administered the General Self-Efficacy Scale, the Satisfaction with Life Scale (SWLS), the Workload Scale (ECT), the Generic Job Satisfaction Scale, and the Organizational Commitment Questionnaire (OCQ). Methods: This was a cross-sectional study, with a sample of 300 primary school teachers of both sexes (68% female, 32% male) and with a mean age of 42.52 years (SD = 10.04). Objective: To evaluate a model of factors predicting life satisfaction through the mediating role of job satisfaction.
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