Exploring the Role of Well‐Being, Mindfulness, Life Satisfaction, and Subjective Happiness in the Professional Development of Language Teachers

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dc.authoridhttps://orcid.org/0000-0001-8187-3206
dc.authoridhttps://orcid.org/0000-0002-6745-5785
dc.authoridhttps://orcid.org/0000-0001-6726-3452
dc.contributor.authorDemir, Bora
dc.contributor.authorHamarat, Bahattin
dc.contributor.authorSönmez, Görsev
dc.date.accessioned2025-06-24T08:47:21Z
dc.date.available2025-06-24T08:47:21Z
dc.date.issued2025
dc.departmentUygulamalı Bilimler Fakültesi
dc.description.abstractAlthough there is a growing number of studies investigating the effect of professional development (PD) on the general well‐being of teachers, the reverse relationship has not been explored yet. In this respect, this paper aims to investigate the relationship between mindfulness in teaching, psychological well‐being, satisfaction in life, subjective happiness, and the PD of English language instructors teaching at schools of foreign languages in various Turkish universities. Based on structural equation modeling, this paper analyzed quantitative data from 173 English language teachers to discover the relationship between these variables. Two models were tested. The first model was designed with “purpose in life” as the extrinsic variable while the second model was centered on “personal growth” for psychological well‐being. The analysis of data revealed a significant positive correlation between teachers' intrapersonal mindfulness and aspects of psychological well‐being, including purpose in life and personal growth, as well as subjective happiness and life satisfaction. On the other hand, the study revealed no significant relationship between intrapersonal mindfulness and attitudes toward PD. These findings highlight that while mindfulness contributes positively to individual well‐being, it may not have a direct impact on attitudes toward PD. Furthermore, the research underscores the role of psychological well‐being and happiness in shaping teachers' perspectives on professional growth. These insights suggest the necessity for educational institutions and policymakers to focus on enhancing teachers' psychological health as a strategy for fostering their PD. These findings contribute significantly to the understanding of the complex relationship between psychological factors and PD, offering essential implications for future research and practical applications in the field of teacher education and development.
dc.identifier.doi10.1002/pits.23420
dc.identifier.endpage1658
dc.identifier.issn0033-3085
dc.identifier.issn1520-6807
dc.identifier.issue6
dc.identifier.scopusqualityQ2
dc.identifier.startpage1641
dc.identifier.urihttps://hdl.handle.net/11363/9982
dc.identifier.volume62
dc.identifier.wos001408997600001
dc.identifier.wosqualityQ3
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorSönmez, Görsev
dc.institutionauthoridhttps://orcid.org/0000-0001-6726-3452
dc.language.isoen
dc.publisherWILEY, 111 RIVER ST, HOBOKEN 07030-5774, NJ
dc.relation.ispartofPSYCHOLOGY IN THE SCHOOLS
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectmindfulness
dc.subjectpsychological well‐being
dc.subjectsatisfaction with life
dc.subjectsubjective happiness
dc.subjectteacher professional development
dc.titleExploring the Role of Well‐Being, Mindfulness, Life Satisfaction, and Subjective Happiness in the Professional Development of Language Teachers
dc.typeArticle

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