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

Luque-Reca, Octavio; García Martínez, Inmaculada; Pulido-Martos, Manuel; Burguera, Joaquín Lorenzo; Augusto-Landa, José María

doi:https://doi.org/10.1016/j.tate.2022.103668

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URI: http://hdl.handle.net/10481/73005

DOI: https://doi.org/10.1016/j.tate.2022.103668

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Date

2022-02

Referencia bibliográfica

Luque-Reca, O., García-Martínez, I., Pulido-Martos, M., Burguera, J. L., & Augusto-Landa, J. M. (2022). Teachers’ life satisfaction: A structural equation model analyzing the role of trait emotion regulation, intrinsic job satisfaction and affect. Teaching and Teacher Education, 113, 103668. https://doi.org/10.1016/j.tate.2022.103668

Patrocinador

Funding for open access charge: Universidad de Granada / CBUA

Résumé

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.

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