Meditating role of career sustainability in the relationship between teachers’ self-efficacy and job satisfaction and subject well-being

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dc.contributor.authorÖzbilen, Uğur
dc.contributor.authorGüven, Ahmet Zeki
dc.contributor.authorYiğit, Ömer
dc.contributor.authorKara, Ömer Tuğrul
dc.contributor.authorBanaz, Emrullah
dc.date.accessioned2024-10-04T18:58:44Z
dc.date.available2024-10-04T18:58:44Z
dc.date.issued2024
dc.departmentBayburt Üniversitesien_US
dc.description.abstractThe main purpose of this study, explore the mediating role of career sustainability in the relationships between teacher self-efficacy, job satisfaction, and subjective well-being. Teachers should have an acceptable level of satisfaction regarding self-efficacy, career sustainability, and job satisfaction to secure well-being. In a sense, this claim mandates revealing the relationships between these variables. Accordingly, we collected data from 369 Turkish language teachers aged 24–55 years employed in public schools using the Teacher Self-Efficacy Scale, Short Index of Job Satisfaction, Career Sustainability Scale, and Subjective Well-Being Scale and tested a mediation model to seek answers to our hypotheses. We collected the data using an online questionnaire battery web-based survey (Google Forms) which was created using data collection measures and demographic items. After creating the survey using Google Forms, we distributed it through various channels such as email lists, social media platforms, and professional networks (e.g., teacher WhatsApp groups, teacher Telegram groups, etc.). Respondents were invited to participate in the survey voluntarily. The findings showed that career sustainability mediated the relationships between teacher self-efficacy, job satisfaction, and subjective well-being. Accordingly, we may claim that teachers with desirable career sustainability are likely to have increased job satisfaction and well-being, contributing to their self-efficacy. This research emphasises the essential significance of career sustainability in the overall well-being and work satisfaction of teachers. Future study should investigate treatments aimed at improving career sustainability and examine these linkages in other cultural settings. © 2024 The Authorsen_US
dc.description.sponsorshipGoogle Forms; Akdeniz Üniversitesi, (2023/359); Akdeniz Üniversitesien_US
dc.identifier.doi10.1016/j.heliyon.2024.e38120
dc.identifier.issn2405-8440
dc.identifier.issue18en_US
dc.identifier.scopus2-s2.0-85204183917en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.urihttps://doi.org/10.1016/j.heliyon.2024.e38120
dc.identifier.urihttp://hdl.handle.net/20.500.12403/4004
dc.identifier.volume10en_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherElsevier Ltden_US
dc.relation.ispartofHeliyonen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectCareer sustainabilityen_US
dc.subjectJob satisfactionen_US
dc.subjectSubjective well-beingen_US
dc.subjectTeacher self-efficacyen_US
dc.titleMeditating role of career sustainability in the relationship between teachers’ self-efficacy and job satisfaction and subject well-beingen_US
dc.typeArticleen_US

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