{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,2]],"date-time":"2026-10-02T05:55:35Z","timestamp":1790920535059,"version":"4.1.0"},"reference-count":70,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,10,2]],"date-time":"2026-10-02T00:00:00Z","timestamp":1790899200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:sec>\n                    <jats:title>Introduction<\/jats:title>\n                    <jats:p>This study examined the indirect association between psychological well-being and professional commitment through teacher self-efficacy within the framework of Albert Bandura\u2019s Social Cognitive Theory.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>A correlational research design was employed with a sample of 330 Turkish language teachers working in public schools in T\u00fcrkiye. Data were collected using the Teacher Self-Efficacy Scale, the Psychological Well-Being Scale, and the Teachers\u2019 Professional Commitment Scale. Pearson correlation and regression-based indirect-effect analyses were conducted using PROCESS macro Model 4 developed by Andrew F. Hayes.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Psychological well-being was positively and significantly associated with both teacher self-efficacy and professional commitment. Teacher self-efficacy was also positively and significantly associated with professional commitment. Furthermore, the indirect-effect analysis indicated a statistically significant indirect association between psychological well-being and professional commitment through teacher self-efficacy. The proposed model explained approximately 30% of the variance in professional commitment.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Discussion<\/jats:title>\n                    <jats:p>The findings highlight the relevance of teachers\u2019 psychological well-being and self-efficacy to professional commitment and provide context-specific evidence from Turkish language teachers working in the Turkish educational context.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpsyg.2026.1901378","type":"journal-article","created":{"date-parts":[[2026,10,2]],"date-time":"2026-10-02T05:35:55Z","timestamp":1790919355000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["The indirect association between psychological well-being and professional commitment through teacher self-efficacy among Turkish language teachers"],"prefix":"10.3389","volume":"17","author":[{"given":"Tu\u011frul G\u00f6kmen","family":"\u015eahin","sequence":"first","affiliation":[{"name":"Inonu Universitesi","place":["Malatya, T\u00fcrkiye"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Emrullah","family":"Banaz","sequence":"additional","affiliation":[{"name":"Bayburt Universitesi","place":["Bayburt, T\u00fcrkiye"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"U\u011fur","family":"\u00d6zbilen","sequence":"additional","affiliation":[{"name":"Hakkari Universitesi","place":["Hakk\u00e2ri, T\u00fcrkiye"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,10,2]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"197","DOI":"10.1108\/JEA-12-2022-0227","article-title":"Do teacher beliefs mediate leadership and teacher behaviors? 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