ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1629498
This article is part of the Research TopicProtective vs Risk Factors for Stress and Psychological Well-being in Academic University ContextsView all 13 articles
Enhancing Well-Being in Higher Education: The Role of Job Satisfaction and Resilience Among ELT University Instructors
Provisionally accepted
- Çağ University, Mersin, Türkiye
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As academic demands intensify and institutional pressures rise, university-level English Language Teaching (ELT) instructors are subject to increasing risks to their psychological wellbeing. This study examines the role of job satisfaction and teacher resilience in promoting psychological well-being for ELT university instructors in higher education institutions. Adopting a quantitative research design, data were collected from 173 ELT instructors working at Turkish universities. Participants responded to three validated instruments: the Teacher Job Satisfaction Scale, the Teacher Resilience Scale, and the Psychological Well-Being Scale. Multiple regression analyses revealed that job satisfaction and resilience were positive significant predictors of psychological well-being. Job satisfaction was also the most powerful predictor, and teacher resilience partially mediated the effect of job satisfaction on psychological well-being. The results highlight the need to promote emotionally resilient and professionally satisfied teachers through organizational policies for autonomy, professional development, and well-being. The research indicates the main mechanisms for enabling sustainable teacher development and mental health in more challenging ELT higher education contexts.
Keywords: psychological well-being, Job Satisfaction, teacher resilience, ELT instructors, higher education Yazı tipi rengi: Kırmızı Açıklamalı [sd2]: Skewness and kurtosis values were deleted. Açıklamalı [sd3]: "In Table 2 " was deleted
Received: 15 May 2025; Accepted: 11 Jul 2025.
Copyright: © 2025 Zaimoğlu and Dağtaş. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Senem Zaimoğlu, Çağ University, Mersin, Türkiye
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