TY - JOUR
T1 - Self-efficacy, organizational commitment, workload as predictors of life satisfaction in elementary school teachers
T2 - the mediating role of job satisfaction
AU - Cayupe, Juan C.
AU - Bernedo-Moreira, David Hugo
AU - Morales-García, Wilter C.
AU - Alcaraz, Fátima López
AU - Peña, Karla Berenice Carrazco
AU - Saintila, Jacksaint
AU - Flores-Paredes, Alcides
N1 - Publisher Copyright:
Copyright © 2023 Cayupe, Bernedo-Moreira, Morales-García, Alcaraz, Peña, Saintila and Flores-Paredes.
PY - 2023
Y1 - 2023
N2 - Background: Life satisfaction as well as job satisfaction of teachers has a significant impact on educational outcomes. Objective: To evaluate a model of factors predicting life satisfaction through the mediating role of job satisfaction. 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). 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). Structural equation modeling (SEM) was used for data analysis. Results: The SEM analysis found significant goodness-of-fit indices: (χ2 = 13.739; df = 5; p = <0.001; CFI = 0.99, TLI = 0.98, RMSEA = 0.05, SRMR = 0.04). Specifically, self-efficacy and organizational commitment were positive predictors of job satisfaction, while workload was a negative predictor of job satisfaction. The mediating effect of job satisfaction between self-efficacy, life satisfaction, workload, and overall life satisfaction was confirmed. Conclusion: The results confirm the importance of self-efficacy, organizational commitment, and workload in job satisfaction and overall life satisfaction of elementary education teachers. Job satisfaction acts as a mediator in this relationship. It is important to reduce workload and promote self-efficacy and organizational commitment to improve the well-being and satisfaction of teachers.
AB - Background: Life satisfaction as well as job satisfaction of teachers has a significant impact on educational outcomes. Objective: To evaluate a model of factors predicting life satisfaction through the mediating role of job satisfaction. 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). 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). Structural equation modeling (SEM) was used for data analysis. Results: The SEM analysis found significant goodness-of-fit indices: (χ2 = 13.739; df = 5; p = <0.001; CFI = 0.99, TLI = 0.98, RMSEA = 0.05, SRMR = 0.04). Specifically, self-efficacy and organizational commitment were positive predictors of job satisfaction, while workload was a negative predictor of job satisfaction. The mediating effect of job satisfaction between self-efficacy, life satisfaction, workload, and overall life satisfaction was confirmed. Conclusion: The results confirm the importance of self-efficacy, organizational commitment, and workload in job satisfaction and overall life satisfaction of elementary education teachers. Job satisfaction acts as a mediator in this relationship. It is important to reduce workload and promote self-efficacy and organizational commitment to improve the well-being and satisfaction of teachers.
KW - job satisfaction
KW - life satisfaction
KW - organizational commitment
KW - self-efficacy
KW - teachers
KW - work engagement
KW - workload
UR - http://www.scopus.com/inward/record.url?scp=85162048779&partnerID=8YFLogxK
U2 - 10.3389/fpsyg.2023.1066321
DO - 10.3389/fpsyg.2023.1066321
M3 - Article
AN - SCOPUS:85162048779
SN - 1664-1078
VL - 14
JO - Frontiers in Psychology
JF - Frontiers in Psychology
M1 - 1066321
ER -