Abstract

Teachers' satisfaction with their work is a significant factor influencing both their life satisfaction and productivity. Therefore, identifying the factors that positively or negatively impact teachers’ life satisfaction is essential for designing effective interventions that enhance well-being and reduce burnout. However, the literature provides limited evidence regarding the variables that may buffer the detrimental effects of occupational burnout on teachers’ life satisfaction. From this perspective, the current study aims to examine whether psychological mindedness plays a mediating role in the relationship between occupational burnout and teachers' life satisfaction. The study group consisted of 423 teachers working in public and private schools across Türkiye. Data were collected through a demographic information form and three self-report scales. Descriptive statistics, Pearson Correlation Coefficient, and Bootstrap Analysis were employed to examine the relationships among the variables. The results revealed that occupational burnout negatively affects teachers’ life satisfaction. Furthermore, psychological mindedness was found to mediate this relationship. These findings suggest that enhancing psychological mindedness may help mitigate the adverse impact of burnout and serve as a protective factor in supporting teachers’ life satisfaction.

Keywords

References

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