The mediating role of emotions in the relation between beliefs and teachers' job satisfaction

Giulia Vettori; Lucia Bigozzi; Claudio Vezzani; Giuliana Pinto

doi:10.1016/j.actpsy.2022.103580

The mediating role of emotions in the relation between beliefs and teachers' job satisfaction

Acta Psychol (Amst). 2022 Jun:226:103580. doi: 10.1016/j.actpsy.2022.103580. Epub 2022 Mar 31.

Authors

Giulia Vettori¹, Lucia Bigozzi², Claudio Vezzani², Giuliana Pinto²

Affiliations

¹ Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, 12 Via di San Salvi, Building 26 (Psychology Section), 50135 Florence, Italy. Electronic address: giulia.vettori@unifi.it.
² Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, 12 Via di San Salvi, Building 26 (Psychology Section), 50135 Florence, Italy.

PMID: 35367636
DOI: 10.1016/j.actpsy.2022.103580

Abstract

This study investigates the patterns of relations between beliefs, emotions, and job satisfaction in 249 Italian in-service teachers. Participants were assessed on their growth and fixed mindsets, self-efficacy beliefs, emotions associated with various components of their professional engagement and job satisfaction. Mediational analyses shed light on the mediating role of teaching and role emotions in the relation between beliefs and job satisfaction. Specifically, teachers' high self-efficacy beliefs positively impact on job satisfaction if negative teaching and role emotions are contained at low levels.

Keywords: Beliefs; Emotions; In-service teachers; Job satisfaction; Mediation analysis.

MeSH terms

Emotions
Humans
Job Satisfaction*
School Teachers* / psychology