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Job Satisfaction Mediates the Relationship between Psychosocial and Organization Factors and Mental Well-Being in Schoolteachers

Author

Listed:
  • Vincenza Capone

    (Department of Humanities, University of Naples Federico II, Via Porta di Massa 1, 80133 Naples, Italy)

  • Mohsen Joshanloo

    (Department of Psychology, Keimyung University, 1095 Dalgubeol Boulevard, Dalseo-gu, Daegu 42601, Republic of Korea)

  • Miriam Sang-Ah Park

    (Department of Psychology, Nottingham Trent University, Nottingham NG1 4FQ, UK)

Abstract

The study aimed to explore the associations between the psychosocial and organizational factors, job satisfaction, and mental well-being of schoolteachers. A further aim was to examine whether job satisfaction mediated the relationship between these factors and mental well-being. A cross-sectional design was used to collect data using a self-reported questionnaire. Six hundred and nine schoolteachers were included in the final analyses. The relationships between the variables were tested in a path analysis model. The data fit the hypothesized model well. The results demonstrated that organizational justice, efficacy beliefs, and school climate were significantly associated with job satisfaction and that the relationships between these variables and mental well-being were mediated by job satisfaction. The findings have implications for programs targeted at promoting teachers’ well-being.

Suggested Citation

  • Vincenza Capone & Mohsen Joshanloo & Miriam Sang-Ah Park, 2022. "Job Satisfaction Mediates the Relationship between Psychosocial and Organization Factors and Mental Well-Being in Schoolteachers," IJERPH, MDPI, vol. 20(1), pages 1-14, December.
    • Handle: RePEc:gam:jijerp:v:20:y:2022:i:1:p:593-:d:1019237
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    References listed on IDEAS

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    1. Camilo Herrera & Javier Torres-Vallejos & Jonathan Martínez-Líbano & Andrés Rubio & Cristian Céspedes & Juan Carlos Oyanedel & Eduardo Acuña & Danae Pedraza, 2022. "Perceived Collective School Efficacy Mediates the Organizational Justice Effect in Teachers’ Subjective Well-Being," IJERPH, MDPI, vol. 19(17), pages 1-10, September.
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