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.authorÖzbİlen, Uğur
dc.contributor.authorGuven, Ahmet Zeki
dc.contributor.authorYigit, Omer
dc.contributor.authorKara, Ömer Tuğrul
dc.contributor.authorBanaz, Emrullah
dc.date.accessioned2026-02-28T12:08:58Z
dc.date.available2026-02-28T12:08:58Z
dc.date.issued2024
dc.departmentBayburt Üniversitesi
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 Authors
dc.description.sponsorshipAkdeniz Üniversitesi, (2023/359); Akdeniz Üniversitesi
dc.identifier.doi10.1016/j.heliyon.2024.e38120
dc.identifier.issn24058440
dc.identifier.issue18
dc.identifier.scopus2-s2.0-85204183917
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1016/j.heliyon.2024.e38120
dc.identifier.urihttps://hdl.handle.net/20.500.12403/5754
dc.identifier.volume10
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherElsevier Ltd
dc.relation.ispartofHeliyon
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_Scopus_20260218
dc.subjectCareer sustainability
dc.subjectJob satisfaction
dc.subjectSubjective well-being
dc.subjectTeacher self-efficacy
dc.titleMeditating role of career sustainability in the relationship between teachers’ self-efficacy and job satisfaction and subject well-being
dc.typeArticle

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