JOB SATISFACTION AND LIFE SATISFACTION AMONG PRESCHOOL TEACHERS: THE MEDIATING ROLE OF PSYCHOLOGICAL DISTRESS AND THE MODERATING EFFECT OF CAREER STAGE

Abstract

This study examined the relationship between job satisfaction and life satisfaction among preschool teachers, focusing on the mediating role of psychological distress and the moderating role of the career stage. Data from preschool teachers were analyzed using structural equation modeling (SEM) with a multiple mediation framework including anxiety, depression, and stress. Job satisfaction showed a significant positive association with life satisfaction both directly and indirectly. Among the mediators, stress emerged as the only significant pathway linking job satisfaction to life satisfaction, whereas anxiety and depression did not independently predict life satisfaction when modeled simultaneously. The model explained 35% of the variance in life satisfaction. Multi-group analyses further revealed that these relationships differed across career stages: the direct effect of job satisfaction on life satisfaction was strongest among early-career teachers, while emotional factors became more salient in later career stages. These findings suggest that occupational satisfaction influences overall well-being through both direct evaluative mechanisms and stress-related pathways, and that these processes evolve across professional development. The study highlights the importance of reducing workplace stress and supporting teachers’ psychological health to enhance both professional functioning and life satisfaction.

Keywords: Job satisfaction, life satisfaction, preschool teachers, psychological distress, mediation, structural equation modeling.

Ethics and Conflict of Interest

The study followed the ethical principles of the Declaration of Helsinki and obtained approval from the Ethics Committee of the (blinded for review) (Approval No. T-765). Participants were fully informed about the study procedures and provided written informed consent prior to participation. The authors declare that there are no conflicts of interest regarding the publication of this paper.

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 About the Authors

Ulkar Zalova-Nuriyeva

Ulkar Zalova-Nuriyeva is a researcher at the Psychology Scientific Research Institute, Baku, Azerbaijan. She holds a doctoral degree in social psychology and is actively involved in academic research. Her research interests include scale adaptation and validation, psychometrics, and psychological assessment.

Sevil Abbasova

Sevil Abbasova is a developmental psychologist and psychometrics researcher Department of Developmental Psychology at the Psychology Scientific Research Institute in Baku, Azerbaijan. She focuses on the validation of psychological assessments and quantitative behavioral analysis. Her research focuses on data analysis and applied psychology.

Nigar Asgerova

Nigar Asgerova is a researcher and specialist associated with the Psychology Scientific Research Institute in Baku, Azerbaijan. Her work is deeply rooted in educational psychology, focusing on the development and organization of psychological training programs for educators and studentsHer academic interests include the organization of training programs for teachers and students, as well as educational psychology.

Zhala Babazade

Zhala Babazade is a researcher at the Psychology Scientific Research Institute, Baku, Azerbaijan. Her work focuses on data visualization and psychological research methodologies.

Vusala Maharova

Vusala Maharova is a researcher at the Psychology Scientific Research Institute, Baku, Azerbaijan. Her interests include data collection, literature review, and psychological research in educational settings. Her work primarily focuses on the intersection of psychology and education, helping to advance the understanding of student mental health, academic engagement, and pedagogical practices

Chinara Kazimzade

Chinara Kazimzade is affiliated with Azerbaijan University of Languages, Baku, Azerbaijan. Her research interests include applied linguistics and interdisciplinary studies in psychology and education. Her academic and research focus centers on Applied Linguistics, particularly the intersections of psycholinguistics, education, and language acquisition policies.