How Psychological Well-Being Affects Patience, Motivation to Teach, and Emotional Exhaustion in Teachers

Abstract

This research aims to determine the impact and importance of teachers' psychological wellbeing, patience, motivation to teach, and emotional exhaustion. Correlational research design was used in this research. The population of this study consists of teachers working in Mardin. From this decided study population, 34 schools were randomly selected based on the rule of impartiality. The sample of the research consists of 270 teachers in these schools. The Flourishing Scale, Teacher Patience Scale, Motivation to Teach Scale, and Emotional Exhaustion Scale were used to collect the data. Descriptive statistics, validity and reliability analyses, correlation, and structural equation modeling analyses were applied to the data of the study. When the structural model is examined, teachers' psychological well-being statistically significantly and positively affects their patience and motivation to teach, while it negatively affects their emotional exhaustion. Psychological well-being positively affects motivation to teach through the partial mediation effect of teacher patience. Additionally, psychological well-being negatively affects emotional exhaustion partially through motivation to teach. Finally, in the model, it was seen that teachers' psychological well-being perceptions negatively affect emotional exhaustion, partially through the patience and motivation variables. It is considered important to increase the psychological well-being of teachers to improve their positive attitudes.