The Mediating Role of Life Satisfaction in The Relatıonshıp Between Status Anxiety and Professional Motivation Among Teachers
Abstract
The aim of this study is to investigate the mediating role of life satisfaction in the relationship between teachers' status concerns and professional motivation. This research is important because it can present findings to improve and increase teachers' professional motivation in line with the data obtained by examining how status anxiety, which negatively affects teachers' professional and individual development, has an effect on their professional motivation and how life satisfaction mediates this effect. The research was conducted with teachers using a quantitative method based on a correlational survey model. The study group consisted of 253 teachers (165 female and 88 male) working in public schools in the Central Black Sea Region. The teachers were selected through convenience sampling. Data collection tools in the study include the Status Anxiety Scale, the Teacher Professional Motivation Scale, the Life Satisfaction Scale and the personal information form developed by the researcher. The relationships between the variables were analyzed using Pearson's Product-Moment Correlation Analysis, revealing significant correlations. A mediation model was then established for the analysis Research findings reveal that there is a significant negative relationship between status anxiety and professional motivation, and a positive significant relationship between life satisfaction and professional motivation. As a result of the mediation analysis, it was seen that life satisfaction has a significant mediating role relationship between status anxiety and professional motivation. In order to increase teachers' professional motivation, it is recommended that teachers be supported in reducing their status-related concerns and increasing their life satisfaction.
Keywords
Status anxiety , professional motivation , life satisfaction , teachers
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