ArticleFrontiers in psychology2026
The indirect association between psychological well-being and professional commitment through teacher self-efficacy among Turkish language teachers.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Introduction: This study examined the indirect association between psychological well-being and professional commitment through teacher self-efficacy within the framework of Albert Bandura's Social Cognitive Theory. Methods: A correlational research design was employed with a sample of 330 Turkish language teachers working in public schools in Türkiye. Data were collected using the Teacher Self-Efficacy Scale, the Psychological Well-Being Scale, and the Teachers' Professional Commitment Scale. Pearson correlation and regression-based indirect-effect analyses were conducted using PROCESS macro Model 4 developed by Andrew F. Hayes. Results: Psychological well-being was positively and significantly associated with both teacher self-efficacy and professional commitment. Teacher self-efficacy was also positively and significantly associated with professional commitment. Furthermore, the indirect-effect analysis indicated a statistically significant indirect association between psychological well-being and professional commitment through teacher self-efficacy. The proposed model explained approximately 30% of the variance in professional commitment. Discussion: The findings highlight the relevance of teachers' psychological well-being and self-efficacy to professional commitment and provide context-specific evidence from Turkish language teachers working in the Turkish educational context.
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