A Causal Model of Job Satisfaction Based on Perceived Social Support : The Mediating Role of Cognitive Adaptability among Physical Education Teachers
Keywords:
Job Satisfaction; Perceived Social Support; Cognitive Adaptability; Physical Education TeachersAbstract
The present study aimed to develop and test a causal model of job satisfaction based on perceived social support, with cognitive adaptability serving as a mediating variable among physical education teachers in non-governmental schools. This study employed a descriptive–correlational design using structural equation modeling (SEM). The statistical population consisted of all physical education teachers in Tehran during the 2024–2025 academic year. Using multistage cluster sampling, 336 physical education teachers (134 females and 202 males) were selected from different educational districts of Tehran. Data were collected using the Perceived Social Support Questionnaire, the Cognitive Adaptability Questionnaire, and the Short Job Satisfaction Scale. Data analysis was conducted using SPSS and AMOS software. The findings indicated that perceived social support (from family, friends, and significant others) had a direct and positive effect on teachers’ job satisfaction. Perceived social support also positively influenced cognitive adaptability, which in turn had a direct effect on job satisfaction. Cognitive adaptability played a partial mediating role in the relationship between perceived social support and job satisfaction. The proposed model demonstrated an acceptable level of fit. Perceived social support enhances job satisfaction among physical education teachers by strengthening their cognitive adaptability. These findings highlight the importance of social and cognitive resources in promoting occupational well-being among teachers in non-governmental educational settings.
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