MEDIATION ROLE OF TEACHER JOB SATISFACTION FOR MENTAL WELL-BEING. RELATIONSHIPS WITH EFFICACY BELIEFS, ORGANIZATIONAL JUSTICE AND SCHOOL CLIMATE

Purpose: Most research in occupational health psychology investigated the negative aspects in the teaching profession. Following the Bandura’s Social Cognitive Theory, the aim of the study was to explore the associations among job satisfaction, mental well-being, and efficacy beliefs, organizational justice and school climate, also taking into account the age and gender of participants. A further aim was to examine whether job satisfaction moderated the relationship between work variables included in the study and mental wellbeing. Methodology: A non-random sample of 609 Italian school teachers participated. A crosssectional design was used in order to collect data by means of a self-reported questionnaire. We investigated the relationships between our variables and mediational patterns in a path analysis model. Results: The model fitted the data very well. The results showed that school justice, efficacy beliefs, and school climate were significantly associated with job satisfaction. We also found that the relationships between these psychosocial variables and mental well-being were mediated by job satisfaction. Limitations: The absence of longitudinal data do not permit to define a causality process. The sampling procedure was not randomized. Practical Implication: Planning development programs to promote teacher’s well-being and improve their evaluation methods in a more targeted and effective way means to take into account the empowering effect of these variables for both job satisfaction and mental wellbeing. Originality/Value: Our findings pinpoint the importance of imparting teachers with personal social and organizational skills in order to promote job and mental well-being.