The Mediating Role of Psychological Well-Being in the Relationship Between Motivation to Teach and Life Satisfaction

Year 2024, Volume: 11 Issue: 1, 193 - 210, 30.04.2024

Zöhre Kaya , Ferdi Yağan , Gaye Zeynep Çenesiz , Arzu Taşdelen Karçkay

Abstract

The main objective of this study is to investigate the relationship between motivation to teach and life satisfaction, as well as to explore the potential mediating effect of psychological well-being on this relationship. The study involved 618 volunteer teacher candidates and employed a correlational survey model within quantitative research. The participants, with an average age of 21.64 (SD = 2.30), comprised 336 females (54.4%) and 282 males (45.6%). Data collection instruments included the Motivation to Education is one of the fundamental elements shaping the future of societies, and teachers are key figures in undertaking this important task. However, the impact of psychological factors such as motivation to teach and life satisfaction of preservice teachers on the quality of education is often overlooked. In this context, this research aims to investigate the relationship between motivation to teach and life satisfaction among teacher candidates, as well as to test whether psychological well-being mediates these relationships. Participants were 618 volunteer teacher candidates (336 female, 54.4%). Data collection instruments included the Motivation to Teach Scale, the Satisfaction with Life Scale and the Psychological Well-Being Scale. The mediating relationship was tested using structural equation modeling and bootstrapping procedures. Results indicated significant positive correlations between motivation to teach, psychological well-being, and life satisfaction. Motivation to teach and psychological well-being were identified as significant predictors of life satisfaction. Furthermore, psychological well-being emerged as a partial mediating variable between motivation to teach and life satisfaction. Notably, motivation to teach and psychological well-being accounted for approximately 60% of the variance in life satisfaction. In conclusion, enhancing the psychological well-being of teacher candidates could strengthen the impact of motivation to teach on life satisfaction, supported by the findings.

Keywords

Motivation to teach, life satisfaction, psychological well-being, structural equation modeling, preservice teachers

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