Multiple Mediating Roles of Self‑Efcacy and Hope in the Relationship Between Teachers’ Spiritual Well‑Being and Job Satisfaction in Türkiye

Abstract

Teachers’ job satisfaction is a fundamental factor shaping school efectiveness and productivity. Therefore, identifying the psychological factors that infuence job satisfaction is crucial in eforts to enhance teachers’ job satisfaction. In this study, we aimed to reveal the multiple mediating roles of self-efcacy and hope in the relationship between teachers’ spiritual well-being and job satisfaction. To achieve this aim, we tested our theoretical model with data collected from 356 teachers. The fndings suggest that teachers’ hope, and self-efcacy partially mediate the relationship between their spiritual well-being and job satisfaction. These results indicate that teachers’ levels of spiritual well-being play an efective role in enhancing job satisfaction via psychological resources such as self-efcacy and hope. In this context, educational leaders should consider teachers’ spiritual and psychological needs, organize school environments accordingly, and foster a positive institutional culture.