The Mediating Role of Life Satisfaction in the Relationship between the Lifelong Learning Tendencies of Teachers and Their Attitudes toward Teaching

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dc.contributor.authorKorkman, Hamdi
dc.contributor.authorSapancı, Ahmet
dc.date.accessioned2025-10-11T20:45:26Z
dc.date.available2025-10-11T20:45:26Z
dc.date.issued2025
dc.departmentDüzce Üniversitesien_US
dc.description.abstractThis 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. © 2025 Elsevier B.V., All rights reserved.en_US
dc.identifier.doi10.17066/tpdrd.1489106
dc.identifier.endpage334en_US
dc.identifier.issn1302-1370
dc.identifier.issue77en_US
dc.identifier.scopus2-s2.0-105013601488en_US
dc.identifier.scopusqualityQ4en_US
dc.identifier.startpage325en_US
dc.identifier.trdizinid1321737en_US
dc.identifier.urihttps://doi.org/10.17066/tpdrd.1489106
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1321737
dc.identifier.urihttps://hdl.handle.net/20.500.12684/21353
dc.identifier.volume15en_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isoenen_US
dc.publisherTurkish Psychological Counseling and Guidance Associationen_US
dc.relation.ispartofTurkish Psychological Counseling and Guidance Journalen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.snmzKA_Scopus_20250911
dc.subjectLife Satisfactionen_US
dc.subjectLifelong Learningen_US
dc.subjectProfession Of Teachingen_US
dc.subjectProfessional Attitudesen_US
dc.titleThe Mediating Role of Life Satisfaction in the Relationship between the Lifelong Learning Tendencies of Teachers and Their Attitudes toward Teachingen_US
dc.typeArticleen_US

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