ArticleHeliyon2024
Meditating role of career sustainability in the relationship between teachers' self-efficacy and job satisfaction and subject well-being.
Article in Heliyon, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed, 1 synthesis or guideline pooled it.
- The association between teachers' cognitive and psychological capacities, their well-being, and implications for professional effectiveness: a systematic review.BMC psychology · 2026Pooled it
- School climate as a mediator between job satisfaction and career sustainability among native language teachers in rural Türkiye.BMC psychology · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The main purpose of this study, explore the mediating role of career sustainability in the relationships between teacher self-efficacy, job satisfaction, and subjective well-being. Teachers should have an acceptable level of satisfaction regarding self-efficacy, career sustainability, and job satisfaction to secure well-being. In a sense, this claim mandates revealing the relationships between these variables. Accordingly, we collected data from 369 Turkish language teachers aged 24-55 years employed in public schools using the Teacher Self-Efficacy Scale, Short Index of Job Satisfaction, Career Sustainability Scale, and Subjective Well-Being Scale and tested a mediation model to seek answers to our hypotheses. We collected the data using an online questionnaire battery web-based survey (Google Forms) which was created using data collection measures and demographic items. After creating the survey using Google Forms, we distributed it through various channels such as email lists, social media platforms, and professional networks (e.g., teacher WhatsApp groups, teacher Telegram groups, etc.). Respondents were invited to participate in the survey voluntarily. The findings showed that career sustainability mediated the relationships between teacher self-efficacy, job satisfaction, and subjective well-being. Accordingly, we may claim that teachers with desirable career sustainability are likely to have increased job satisfaction and well-being, contributing to their self-efficacy. This research emphasises the essential significance of career sustainability in the overall well-being and work satisfaction of teachers. Future study should investigate treatments aimed at improving career sustainability and examine these linkages in other cultural settings.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.