Teachers’ life satisfaction: A structural equation model analyzing the role of trait emotion regulation, intrinsic job satisfaction and affect

Abstract

Teaching is an emotionally demanding profession that can negatively affect teacher well-being. This cross-sectional study aimed to test a comprehensive structural equation model of both the direct and indirect (through affect and intrinsic job satisfaction) relationships between trait emotion regulation and life satisfaction in a sample of 404 Spanish teachers. The model obtained good fit (SeB c2 ¼ 319.142, df ¼ 201, p < .001; CFI ¼ 0.957; RMSEA ¼ 0.038). Outcomes suggested that: i) positive and negative affect mediates the relationship between trait emotion regulation and both life and job satisfaction; ii) job satisfaction is the main determinant of life satisfaction. Practical implications and limitations are also discussed.