Exploring the Role of Well-Being, Mindfulness, Life Satisfaction, and Subjective Happiness in the Professional Development of Language Teachers

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dc.authoridDEMIR, BORA/0000-0001-8187-3206
dc.contributor.authorDemir, Bora
dc.contributor.authorHamarat, Bahattin
dc.contributor.authorSonmez, Gorsev
dc.date.accessioned2025-05-29T02:58:09Z
dc.date.available2025-05-29T02:58:09Z
dc.date.issued2025
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractAlthough there is a growing number of studies investigating the effect of professional development (PD) on the general well-being of teachers, the reverse relationship has not been explored yet. In this respect, this paper aims to investigate the relationship between mindfulness in teaching, psychological well-being, satisfaction in life, subjective happiness, and the PD of English language instructors teaching at schools of foreign languages in various Turkish universities. Based on structural equation modeling, this paper analyzed quantitative data from 173 English language teachers to discover the relationship between these variables. Two models were tested. The first model was designed with purpose in life as the extrinsic variable while the second model was centered on personal growth for psychological well-being. The analysis of data revealed a significant positive correlation between teachers' intrapersonal mindfulness and aspects of psychological well-being, including purpose in life and personal growth, as well as subjective happiness and life satisfaction. On the other hand, the study revealed no significant relationship between intrapersonal mindfulness and attitudes toward PD. These findings highlight that while mindfulness contributes positively to individual well-being, it may not have a direct impact on attitudes toward PD. Furthermore, the research underscores the role of psychological well-being and happiness in shaping teachers' perspectives on professional growth. These insights suggest the necessity for educational institutions and policymakers to focus on enhancing teachers' psychological health as a strategy for fostering their PD. These findings contribute significantly to the understanding of the complex relationship between psychological factors and PD, offering essential implications for future research and practical applications in the field of teacher education and development.
dc.description.sponsorshipThe authors received no specific funding for this work.
dc.description.sponsorshipThe authors have nothing to report.
dc.identifier.doi10.1002/pits.23420
dc.identifier.endpage1658
dc.identifier.issn0033-3085
dc.identifier.issn1520-6807
dc.identifier.issue6
dc.identifier.scopus2-s2.0-85216476248
dc.identifier.scopusqualityQ2
dc.identifier.startpage1641
dc.identifier.urihttps://doi.org/10.1002/pits.23420
dc.identifier.urihttps://hdl.handle.net/20.500.12428/30292
dc.identifier.volume62
dc.identifier.wosWOS:001408997600001
dc.identifier.wosqualityQ3
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherWiley
dc.relation.ispartofPsychology In the Schools
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20250529
dc.subjectmindfulness
dc.subjectpsychological well-being
dc.subjectsatisfaction with life
dc.subjectsubjective happiness
dc.subjectteacher professional development
dc.titleExploring the Role of Well-Being, Mindfulness, Life Satisfaction, and Subjective Happiness in the Professional Development of Language Teachers
dc.typeArticle

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