The indirect association between psychological well-being and professional commitment through teacher self-efficacy among Turkish language teachers.

INTRODUCTION

This study examined the indirect association between psychological well-being and professional commitment through teacher self-efficacy within the framework of Albert Bandura's Social Cognitive Theory.

METHODS

A correlational research design was employed with a sample of 330 Turkish language teachers working in public schools in Türkiye. Data were collected using the Teacher Self-Efficacy Scale, the Psychological Well-Being Scale, and the Teachers' Professional Commitment Scale. Pearson correlation and regression-based indirect-effect analyses were conducted using PROCESS macro Model 4 developed by Andrew F. Hayes.

RESULTS

Psychological well-being was positively and significantly associated with both teacher self-efficacy and professional commitment. Teacher self-efficacy was also positively and significantly associated with professional commitment. Furthermore, the indirect-effect analysis indicated a statistically significant indirect association between psychological well-being and professional commitment through teacher self-efficacy. The proposed model explained approximately 30% of the variance in professional commitment.

DISCUSSION: The findings highlight the relevance of teachers' psychological well-being and self-efficacy to professional commitment and provide context-specific evidence from Turkish language teachers working in the Turkish educational context.