The Mediating Role of Occupational Self-Efficacy and Resilience in the Relationship Between Occupational Stress and Subjective Well-Being in Teachers: Validation of the Turkish Version of the Teacher Occupational Self-Efficacy-Short Form

Çiçek İ., SİPAHİOĞLU M., Dilekçi Ü.

Psychology in the Schools, cilt.63, sa.1, ss.37-52, 2026 (SSCI, Scopus) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 63 Sayı: 1
  • Basım Tarihi: 2026
  • Doi Numarası: 10.1002/pits.70073
  • Dergi Adı: Psychology in the Schools
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, IBZ Online, PASCAL, Applied Science & Technology Source, Child Development & Adolescent Studies, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, Psycinfo
  • Sayfa Sayıları: ss.37-52
  • Anahtar Kelimeler: occupational self-efficacy, occupational stress, resilience, subjective well-being, teacher occupational self-efficacy-short form
  • Samsun Üniversitesi Adresli: Evet

Özet

This study aims to examine the mediating roles of resilience and occupational self-efficacy in the relationship between occupational stress and subjective well-being and to adapt the Teacher Occupational Self-Efficacy-Short Form (OSS-SF) to Turkish culture. Using a cross-sectional design, convenience sampling was employed to collect the data. The participants consist of 342 teachers, comprising 168 (49.1%) females, aged between 22 and 58 years (M = 36.55, SD = 3.25). The participants completed the Perceived Occupational Stress Scale, Teacher Occupational Self-Efficacy Scale, Resilience Scale, and Teacher Subjective Well-Being Questionnaire. The factor analysis yielded a one-factor solution for OSS-SF with high internal consistency reliability. The results of the mediation analysis indicated that occupational stress negatively predicted subjective well-being, occupational self-efficacy, and resilience. The results also showed that occupational self-efficacy and resilience positively predicted subjective well-being. More importantly, the findings revealed that occupational self-efficacy and resilience partially mediated the association between occupational stress and subjective well-being. The findings suggest that intervention aiming at mitigating the negative impact of occupational stress on teachers’ subjective well-being can strengthen teachers’ occupational self-efficacy and resilience.