Teachers’ life satisfaction: A structural equation model analyzing the role of trait emotion regulation, intrinsic job satisfaction and affect

Abstract

Teaching is an emotionally demanding profession that can negatively affect teacher well-being. This cross-sectional study aimed to test a comprehensive structural equation model of both the direct and indirect (through affect and intrinsic job satisfaction) relationships between trait emotion regulation and life satisfaction in a sample of 404 Spanish teachers. The model obtained good fit (S–B χ2 = 319.142, df = 201, p < .001; CFI = 0.957; RMSEA = 0.038). Outcomes suggested that: i) positive and negative affect mediates the relationship between trait emotion regulation and both life and job satisfaction; ii) job satisfaction is the main determinant of life satisfaction. Practical implications and limitations are also discussed.