Examining the Relationship Between Teaching Orientation, Personality Capabilities, and Social-Emotional Skills with Quality of Life and the Mediating Role of Self-Concept in Female Teachers of the Second Cycle of Secondary Education.
Keywords:
Teaching orientation, personality capabilities, social-emotional skills, self-concept, quality of life, female teachersAbstract
This study aims to investigate the relationship between teaching orientation, personality capabilities, social-emotional skills, and quality of life with the mediating role of self-concept among female secondary school teachers. This descriptive-correlational study involved 410 female teachers selected through cluster random sampling. Data were collected using standardized questionnaires on teaching orientation, character strengths, social-emotional skills, quality of life, and self-concept. Statistical analysis was performed using SPSS-27 and AMOS via Pearson correlation, path analysis, and structural equation modeling. Path analysis results showed significant direct effects of teaching orientation (β = 0.22, p < 0.001), social-emotional skills (β = 0.13, p = 0.013), and self-concept (β = 0.37, p < 0.001) on quality of life. Self-concept played a mediating role only in the relationship between social-emotional skills and quality of life (β = −0.109, p = 0.003) but not in the relationship between personality capabilities and quality of life (p = 0.188). The study highlights that while character strengths and social-emotional skills are key predictors of teachers’ quality of life, the mediating role of self-concept is only partially supported. These findings emphasize the importance of incorporating personality and social-emotional training in professional development programs for teachers.
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