The Mediating Role of Life Satisfaction in the Relationship Between Teachers' Lifelong Learning Tendency and Attitudes Towards Teaching Profession

Abstract

This study investigates whether life satisfaction serves as a mediator in the relationship between the lifelong learning tendencies of teachers and their professional attitudes toward teaching. The sample of the study comprised 361 teachers, and data were collected using instruments measuring tendencies toward lifelong learning, attitudes toward the profession of teaching, and overall life satisfaction. The data were analyzed using the IBM SPSS Version 27 and Process Macro 4.1 programs, employing independent-samples t-tests, Pearson’s correlation analyses, and mediation analysis models. There were significant positive relationships among lifelong learning, life satisfaction, and professional attitudes. Female teachers demonstrated a higher tendency toward lifelong learning than male teachers, consistent with previous research suggesting women are more inclined toward self-improvement. However, no significant gender-based differences were observed in life satisfaction, indicating that professional satisfaction may be shaped more by individual experiences than by gender. Furthermore, life satisfaction was identified as a mediator, suggesting that teachers with high lifelong learning tendencies and life satisfaction levels displayed more positive professional attitudes. These results underscored the importance of promoting lifelong learning and the well-being of teachers to enhance job satisfaction and commitment. Educational policymakers are encouraged to develop structured lifelong learning programs and wellness initiatives to support the professional growth of teachers.