The Mediating role of Professional Self-esteem on Organizational Professional Identity and Career Satisfaction
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Dec 7, 2025
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Rana Saleh Alghamdi
https://orcid.org/0009-0002-6692-1681
https://orcid.org/0009-0002-6692-1681
Abstract
Although there are few studies on professional self-esteem and professional identity, professional self-esteem can be considered a crucial and influential factor in enhancing the professional identity of Saudi kindergarten teachers. The current study aimed to investigate the mediating role of professional self-esteem between professional identity and job satisfaction among Saudi early childhood teachers. A cross-sectional survey design was used. The sample of the study consists of 530 volunteer teachers. Questionnaires were used to analyze data. The results indicate that: (1) statistically significant positive correlation was detected between professional self-esteem and professional identity; (2) statistically significant positive correlation was detected between professional self-esteem and job satisfaction; and (3) professional self-esteem played a mediating role in the relationship between professional identity and job satisfaction among Saudi early childhood teachers. Professional self-esteem determined teachers’ professional identity. Therefore, teachers’ professional self-esteem should be considered, as failure to pay careful attention to teachers’ professional self-esteem may lead to a lower level of professional identity. In this context, the current study contributes to expanding our knowledge of the literature related to early childhood teachers.
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Keywords
Professional self-esteemProfessional identityCareer satisfactionEarly childhood teachers
References
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Akiri, A. A. (2014). Teachers career satisfaction and students academic performance in delta public secondary schools. Journal of Educational and Social Research, 4(1), 267-272.
Akkerman, S. F., & Meijer, P. C. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education, 27(2), 308–319. https://doi.org/10.1016/j.tate.2010.08.013
Alsup, J. (2006). Teacher identity discourse: negotiating personal and professional spaces. Nahwah, New Jersey, Lawrence Erlbaum Associates, Inc.
Arıcak, T. (1999). Psychological counseling practice with a group to improve the self-esteem and professional self-esteem of teacher candidates. M.Ü. Atatürk Faculty of Education Journal of Educational Sciences, 11, 11-22
–––. (2001). Mesleki benlik saygısı ölçeğinin geliştirilmesi, güvenirlik ve geçerlik çalışmaları. 6. Ulusal Psikolojik Danışma ve Rehberlik Kongresi. Orta Doğu Teknik Üniversitesi, 5-7 Eylül 2001, Ankara. s. 5-7.
Arıcak, T. & Dilmaç, B. (2003). Examining the self-esteem and professional self-esteem levels of psychological counseling and guidance students in terms of some variables. Trakya University Journal of Social Sciences, 3(1), 1- 8.
Awaje, A. H. & Amaha, H. B. (2023). The relationship between EFL teachers’ professional identity, professional self-esteem, and job satisfaction. Bahir Dar Journal of Education, 22(2), 89–105. Retrieved from https://www.ajol.info/index.php/bdje/article/view/239962
Aytekin, I., Erdil, O., Erdoğmuş, N. & Akgün, A. E. (2016). Academicians’ career capital and career satisfaction: The mediation effect of research productivity. Educational Sciences: Theory & Practice, 16(6), 1921-1945.
Baloğlu, N., Karadağ, E., Çalışkan, N. & ve Korkmaz, T. (2006). Evaluation of the relationship between primary school teachers’ professional self-esteem and job satisfaction. Ahi Evran University Kırşehir Faculty of Education Journal, 7(2), 345-358.
Baumeister, R. F., Campbell, J. K., Krueger, J. I. & Vohs, K. D. (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles? Psychological Science in the Public Interest, 4(1), 1-44. doi: 10.1111/1529-1006.01431
Bayat, B. (2003). Individuals’ self-perception (self-conception) system and the role of this system on their behavior, Kamu-İş Journal, 7(2):1-3
Beijaard, D., Meijer, P.C. and & Verloop, N. (2004) Reconsidering Research on Teachers’ Professional Identity. Teaching and Teacher Education, 20, 107-128. https://doi.org/10.1016/j.tate.2003.07.001
Biroğul, H. K. & ve Deniz, M. E. (2015). Examining the relationship between academic optimism and professional self-esteem of different subject teachers. VII. In Proceedings of the National Graduate Education Symposium (pp. 48-53).
Bozali, S. & ve Camadan, F. (2018). The role of professional self-esteem and extra-role behaviors in explaining the professional enjoyment levels of preschool teachers. Başkent, University Journal of Education, 5(1), 28-40
Butakor, P. K., Guo, Q., & Adebanji, A. O. (2021). Using structural equation modeling to examine the relationship between Ghanaian teachers’ emotional intelligence, job satisfaction, professional identity, and work engagement. Psychology in the Schools, 58(3), 534-552. https://doi.org/10.1002/pits.22462
Casanave, C. P., & Schecter, S. (1997). On becoming a language educator: Personal essays on professional development. Mahwah, NJ: Lawrence Erlbaum Associates, Inc
Cummins, R. A., & Nistico, H. (2002). Maintaining life satisfaction: The role of positive cognitive bias. Journal of Happiness Studies: An Interdisciplinary Forum on Subjective Well-Being, 3(1), 37-69. https://doi.org/10.1023/A:1015678915305
Deng, R. (2025). A Review of Research on Teachers’ Professional Identity at Home and Abroad. Advances in Education 15(2), 590-597 Published Online February 2025 in Hans. https://www.hanspub.org/journal/ae https://doi.org/10.12677/ae.2025.152282
Dilmaç, B. & ve Ekşi, H. (2012). Examining teachers’ values and altruistic behaviors in terms of professional self-esteem. Journal of Values Education, 10(23), 65-82
Dinçer, F. & Öztunç, G. (2009). Self-esteem and assertiveness levels of nursing and midwifery students. Hacettepe University Faculty of Nursing Journal, 16(2), 22-33.
Dinham, S. & Scott, C. (1998). A three-domain model of teacher and school executive career satisfaction. Journal of Educational Administration, 36(4), 362-378.
Dursun, Ö. Ö., Çuhadar, C., & ve Tanyeri, T. (2014). Professional self-esteem of information technology teacher candidates. Pamukkale University Faculty of Education Journal, 35, 131-142.
Er, A. Ç. (2017). Examination of professional self-esteem, emotional intelligence and life satisfaction in counselors in terms of various variables (Unpublished master’s thesis). Necmettin Erbakan University Institute of Educational Sciences, Konya
Friedman, I. A. & ve Farber, B. A. (1992). Professional Self-Concept as a predictor of teacher burnout. The Journal of Educational Research, 86(1), 28-35.
Friesen, M. D. & Besley, S. C. (2013). Teacher identity development in the first year of teacher education: A developmental and social psychological perspective. Teaching and Teacher Education, 36, 23–32. https://doi.org/10.1016/j.tate.2013.06.005
Girgin, R. G., Akamca, G. Ö., Ellez, A. M. & Oğuz, E. (2010). Preschool teacher candidates’ attitudes towards the teaching profession, their professional self-esteem, and professional efficacy beliefs. Buca Faculty of Education Journal, 28, 1-15.
Glotova, G. & ve Wilhelm, A. (2014). Teachers’ self-concept and self-esteem in pedagogical communication. Procedia - Social and Behavioral Sciences, 132, 509-514.
Greenhaus, J. H., Parasuraman, S. & Wormley, W. M. (1990). Effects of race on organizational experiences, job performance evaluations, and career outcomes, Academy of Management Journal, 33, 64- 86.
Gündem, F. (2009). The interaction between primary school teachers’ perceptions of motivation, professional self-esteem, and sense of competence towards the profession (Unpublished Master’s Thesis). Yeditepe University, Istanbul
Hammerness, K., Darling-Hammond, L. & Bransford, J. (2005). How teachers learn and develop. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world (pp. 358-389)
Jan, F., Khan, I., Khan, S., Khan, M., N. & ve Saif, N. (2015).The factors affecting teachers’ self-esteem in higher educational institutions. Research on Humanities and Social Sciences, 5(9), 132-136.
Koçyiğit, A. A., & Dizdar, H. T. (2024). Examining audiologist candidates’ self-esteem and professional self-esteem. Egypt J Otolaryngol 40, 69. https://doi.org/10.1186/s43163-024-00632-2
Kraimer, M. L., Greco, L., Seibert, S. E. & Sargent, L. D. (2019). An ınvestigation of academic career success: The new tempo of academic life. Academy of Management Learning & Education, (2), 128-152.
Kusluvan, H., Akova, O., & Kusluvan, S. (2022). Occupational stigma and career commitment: Testing mediation and moderation effects of occupational self-esteem. International Journal of Hospitality Management, 102, 1-10. https://doi.org/10.1016/j.ijhm.2022.103149
Kutlu, M. & ve Soğukpınar, B.. (2015). Examining the self-esteem and professional self-esteem levels of guidance counselors in terms of various variables. E-International Journal of Educational Research, 6(1), 84-101.
Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency, and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21, 899-916.
Mbuva, J. (2016). Exploring teachers’ self-esteem and its effects on teaching, students’ learning, and self-esteem. Journal of Higher Education Theory and Practice, 16(5), 59.
Mcllveen, P., Beccaria, G. & Burton, L. J. (2013). Beyond conscientiousness: Career optimism and satisfaction with academic major. Journal of Vocational Behavior, 83, 229-236.
Miller, J. (2008). Teacher identity: The Cambridge guide to second language teacher education. A. Burns and J. C. Richards. Cambridge, Cambridge University Press.
Motallebzadeh, K., & Kazemi, B. (2018). The relationship between EFL teachers’ professional identity and their self-esteem. Cogent. Educ. 5:1443374. doi: 10.1080/2331186X.2018.1443374
Nadarajah, S., Kadiresan, V., Kumar, R., Kamil, N. N. A. & Yusoff, Y. M. (2012). The Relationship of HR Practices and Job Performance of Academicians towards Career Development in Malaysian Private Higher Institutions. Procedia - Social and Behavioral Sciences, 57, 102-118.
Ostad, S. A., Ghanizadeh, A., & Ghanizadeh, M. (2019). The dynamism of EFL teachers’ professional identity with respect to their teaching commitment and job satisfaction. Cogent Education, 6(1), 1685353. https://doi.org/10.1080/2331186X.2019.1685353
Oztas, F. (2010). Self-esteem, occupational self-esteem, and epistemological beliefs of Turkish University students. Social Behavior and Personality, 38(3), 321-326. doi: 10.2224/sbp.2010.38.3.321
Öztürk, G. (2008). The relationship between working conditions, self-efficacy, and professional self-esteem of teachers working in public primary schools (Unpublished Master’s Thesis).Marmara University, Istanbul.
Pereira, H., Goncalves, V. O., & Assis, R. M. (2021). Burnout, organizational self-efficacy, and self-esteem among Brazilian teachers during the COVID-19 pandemic. European Journal of Investigation in Health Psychology and Education, 11(3), 795-803. https://doi.org/10.3390/ejihpe11030057
Pistole, M. C., & Roberts, A. (2002). Mental health counseling: Toward resolving identity confusions. Journal of Mental Health Counseling, 24(1), 1–19.
Roe, J.ve Gray, A. (1991). Teachers’ professional self-esteem in the light of occupational stress factors. Australian Association for Research in Education Annual Conference, Surfers Paradise, Gold Coast, 26-30 November, Australia
Sarı, K. (2016). Examining preschool teachers’ love for children and professional self-esteem in terms of professionalism variables (Unpublished Master’s Thesis). Necmettin Erbakan University, Konya.
Sarıkoç, G., & Kaplan, M. (2017). The relationship between nursing students’ social-emotional learning skills, professional self-esteem, and academic branch satisfaction. Florence Nightingale Nursing Journal, 25(3), 201-208. doi: 10.17672/fnjn.343258
Sayın, S. (2003). Empathic tendency, attitude towards the teaching profession, and professional self-esteem of teacher candidate university students studying in different programs. Burdur Faculty of Education Journal, 34(6), 74-84.
Schiraldi, G. R. (2001). The self-esteem workbook. Oakland, CA: New Harbinger Publications.
Schumann, N. M. (1991). Collegial relationships and self-esteem of beginning teachers (Unpublished Doctoral Dissertation). The University of Nebraska, Lincoln. Erişim adresi
Shack, A. R., Meiyappan, S., & Grossman, L. D. (2018). Improved self-esteem in artists after participating in the “Building Confidence and Self-Esteem Toolbox Workshop”. Frontiers Psychology, 9, 1169. doi: 10.3389/fpsyg.2018.01169
Straub, J. (2002). Personal and collective identity: A conceptual analysis. In H.Fries (Eds.), Identities: Time, difference, and boundaries (s.56-76). New York, NY: Berghahn Books Inc.
Tabassum, F. & ve Ali, A. (2012). Professional self-esteem of secondary school teachers, Asian Social Science, 8(2), 206-210.
Timms, C. & Brough, P. (2013). ‘I like being a teacher’ career satisfaction, the work environment, and work engagement. Journal of Educational Administration, 51(6), 768-789.
Ünal, E. ve Şimşek, S. (2008). Examining the professional self-esteem of prospective teachers studying in primary education departments in terms of various variables. Primary Education Online, 7(1), 41-52.
Uslusoy, E. Ç., Gürdoğan, E. P. & Kurt, D. (2016). Hemşirelerde mesleki benlik saygısı ve meslektaş dayanışması. Süleyman Demirel Üniversitesi Sağlık Bilimleri Dergisi, 7(1), 29-35.
Varghese, M., Morgan, B., Johnston, B. & Johnson, K. A. (2005). Theorizing Language Teacher Identity: Three Perspectives and Beyond. Journal of Language, Identity & Education, 4(1), 21–44. https://doi.org/10.1207/s15327701jlie0401_2
Wilkins-Yel, K. G., Roach, C. M. L., Tracey, T. J. G. & Yel, N. (2018). The effects of career adaptability on intended academic persistence: The mediating role of academic satisfaction. Journal of Vocational Behavior, 108, 67-77.
Walkington, J. (2005). Becoming a teacher: encouraging development of teacher identity through reflective practice. Asia-Pacific J. Teach. Educ. 33, 53–64. doi: 10.1080/1359866052000341124
Wong, C. E., & Liu, W. C. (2024). Evaluating the teacher professional identity of student teachers: development and validation of the teacher professional identity scale. J. Educ. 204, 131–144. doi: 10.1177/00220574221101375
Wu, X. et. al. (2023). Self-esteem and professional identity among male nurses and male nursing students: mediating roles of perceived prejudice and psychological distress. Front. Psychol. 14:1176970. doi: 10.3389/fpsyg.2023.1176970
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Zoroğlu, Ö. (2014). The relationship between preschool teachers’ attitudes towards the profession, their professional self-esteem, and job satisfaction (Published master’s thesis). Karadeniz Technical University, Trabzon.
Akiri, A. A. (2014). Teachers career satisfaction and students academic performance in delta public secondary schools. Journal of Educational and Social Research, 4(1), 267-272.
Akkerman, S. F., & Meijer, P. C. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education, 27(2), 308–319. https://doi.org/10.1016/j.tate.2010.08.013
Alsup, J. (2006). Teacher identity discourse: negotiating personal and professional spaces. Nahwah, New Jersey, Lawrence Erlbaum Associates, Inc.
Arıcak, T. (1999). Psychological counseling practice with a group to improve the self-esteem and professional self-esteem of teacher candidates. M.Ü. Atatürk Faculty of Education Journal of Educational Sciences, 11, 11-22
–––. (2001). Mesleki benlik saygısı ölçeğinin geliştirilmesi, güvenirlik ve geçerlik çalışmaları. 6. Ulusal Psikolojik Danışma ve Rehberlik Kongresi. Orta Doğu Teknik Üniversitesi, 5-7 Eylül 2001, Ankara. s. 5-7.
Arıcak, T. & Dilmaç, B. (2003). Examining the self-esteem and professional self-esteem levels of psychological counseling and guidance students in terms of some variables. Trakya University Journal of Social Sciences, 3(1), 1- 8.
Awaje, A. H. & Amaha, H. B. (2023). The relationship between EFL teachers’ professional identity, professional self-esteem, and job satisfaction. Bahir Dar Journal of Education, 22(2), 89–105. Retrieved from https://www.ajol.info/index.php/bdje/article/view/239962
Aytekin, I., Erdil, O., Erdoğmuş, N. & Akgün, A. E. (2016). Academicians’ career capital and career satisfaction: The mediation effect of research productivity. Educational Sciences: Theory & Practice, 16(6), 1921-1945.
Baloğlu, N., Karadağ, E., Çalışkan, N. & ve Korkmaz, T. (2006). Evaluation of the relationship between primary school teachers’ professional self-esteem and job satisfaction. Ahi Evran University Kırşehir Faculty of Education Journal, 7(2), 345-358.
Baumeister, R. F., Campbell, J. K., Krueger, J. I. & Vohs, K. D. (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles? Psychological Science in the Public Interest, 4(1), 1-44. doi: 10.1111/1529-1006.01431
Bayat, B. (2003). Individuals’ self-perception (self-conception) system and the role of this system on their behavior, Kamu-İş Journal, 7(2):1-3
Beijaard, D., Meijer, P.C. and & Verloop, N. (2004) Reconsidering Research on Teachers’ Professional Identity. Teaching and Teacher Education, 20, 107-128. https://doi.org/10.1016/j.tate.2003.07.001
Biroğul, H. K. & ve Deniz, M. E. (2015). Examining the relationship between academic optimism and professional self-esteem of different subject teachers. VII. In Proceedings of the National Graduate Education Symposium (pp. 48-53).
Bozali, S. & ve Camadan, F. (2018). The role of professional self-esteem and extra-role behaviors in explaining the professional enjoyment levels of preschool teachers. Başkent, University Journal of Education, 5(1), 28-40
Butakor, P. K., Guo, Q., & Adebanji, A. O. (2021). Using structural equation modeling to examine the relationship between Ghanaian teachers’ emotional intelligence, job satisfaction, professional identity, and work engagement. Psychology in the Schools, 58(3), 534-552. https://doi.org/10.1002/pits.22462
Casanave, C. P., & Schecter, S. (1997). On becoming a language educator: Personal essays on professional development. Mahwah, NJ: Lawrence Erlbaum Associates, Inc
Cummins, R. A., & Nistico, H. (2002). Maintaining life satisfaction: The role of positive cognitive bias. Journal of Happiness Studies: An Interdisciplinary Forum on Subjective Well-Being, 3(1), 37-69. https://doi.org/10.1023/A:1015678915305
Deng, R. (2025). A Review of Research on Teachers’ Professional Identity at Home and Abroad. Advances in Education 15(2), 590-597 Published Online February 2025 in Hans. https://www.hanspub.org/journal/ae https://doi.org/10.12677/ae.2025.152282
Dilmaç, B. & ve Ekşi, H. (2012). Examining teachers’ values and altruistic behaviors in terms of professional self-esteem. Journal of Values Education, 10(23), 65-82
Dinçer, F. & Öztunç, G. (2009). Self-esteem and assertiveness levels of nursing and midwifery students. Hacettepe University Faculty of Nursing Journal, 16(2), 22-33.
Dinham, S. & Scott, C. (1998). A three-domain model of teacher and school executive career satisfaction. Journal of Educational Administration, 36(4), 362-378.
Dursun, Ö. Ö., Çuhadar, C., & ve Tanyeri, T. (2014). Professional self-esteem of information technology teacher candidates. Pamukkale University Faculty of Education Journal, 35, 131-142.
Er, A. Ç. (2017). Examination of professional self-esteem, emotional intelligence and life satisfaction in counselors in terms of various variables (Unpublished master’s thesis). Necmettin Erbakan University Institute of Educational Sciences, Konya
Friedman, I. A. & ve Farber, B. A. (1992). Professional Self-Concept as a predictor of teacher burnout. The Journal of Educational Research, 86(1), 28-35.
Friesen, M. D. & Besley, S. C. (2013). Teacher identity development in the first year of teacher education: A developmental and social psychological perspective. Teaching and Teacher Education, 36, 23–32. https://doi.org/10.1016/j.tate.2013.06.005
Girgin, R. G., Akamca, G. Ö., Ellez, A. M. & Oğuz, E. (2010). Preschool teacher candidates’ attitudes towards the teaching profession, their professional self-esteem, and professional efficacy beliefs. Buca Faculty of Education Journal, 28, 1-15.
Glotova, G. & ve Wilhelm, A. (2014). Teachers’ self-concept and self-esteem in pedagogical communication. Procedia - Social and Behavioral Sciences, 132, 509-514.
Greenhaus, J. H., Parasuraman, S. & Wormley, W. M. (1990). Effects of race on organizational experiences, job performance evaluations, and career outcomes, Academy of Management Journal, 33, 64- 86.
Gündem, F. (2009). The interaction between primary school teachers’ perceptions of motivation, professional self-esteem, and sense of competence towards the profession (Unpublished Master’s Thesis). Yeditepe University, Istanbul
Hammerness, K., Darling-Hammond, L. & Bransford, J. (2005). How teachers learn and develop. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world (pp. 358-389)
Jan, F., Khan, I., Khan, S., Khan, M., N. & ve Saif, N. (2015).The factors affecting teachers’ self-esteem in higher educational institutions. Research on Humanities and Social Sciences, 5(9), 132-136.
Koçyiğit, A. A., & Dizdar, H. T. (2024). Examining audiologist candidates’ self-esteem and professional self-esteem. Egypt J Otolaryngol 40, 69. https://doi.org/10.1186/s43163-024-00632-2
Kraimer, M. L., Greco, L., Seibert, S. E. & Sargent, L. D. (2019). An ınvestigation of academic career success: The new tempo of academic life. Academy of Management Learning & Education, (2), 128-152.
Kusluvan, H., Akova, O., & Kusluvan, S. (2022). Occupational stigma and career commitment: Testing mediation and moderation effects of occupational self-esteem. International Journal of Hospitality Management, 102, 1-10. https://doi.org/10.1016/j.ijhm.2022.103149
Kutlu, M. & ve Soğukpınar, B.. (2015). Examining the self-esteem and professional self-esteem levels of guidance counselors in terms of various variables. E-International Journal of Educational Research, 6(1), 84-101.
Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency, and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21, 899-916.
Mbuva, J. (2016). Exploring teachers’ self-esteem and its effects on teaching, students’ learning, and self-esteem. Journal of Higher Education Theory and Practice, 16(5), 59.
Mcllveen, P., Beccaria, G. & Burton, L. J. (2013). Beyond conscientiousness: Career optimism and satisfaction with academic major. Journal of Vocational Behavior, 83, 229-236.
Miller, J. (2008). Teacher identity: The Cambridge guide to second language teacher education. A. Burns and J. C. Richards. Cambridge, Cambridge University Press.
Motallebzadeh, K., & Kazemi, B. (2018). The relationship between EFL teachers’ professional identity and their self-esteem. Cogent. Educ. 5:1443374. doi: 10.1080/2331186X.2018.1443374
Nadarajah, S., Kadiresan, V., Kumar, R., Kamil, N. N. A. & Yusoff, Y. M. (2012). The Relationship of HR Practices and Job Performance of Academicians towards Career Development in Malaysian Private Higher Institutions. Procedia - Social and Behavioral Sciences, 57, 102-118.
Ostad, S. A., Ghanizadeh, A., & Ghanizadeh, M. (2019). The dynamism of EFL teachers’ professional identity with respect to their teaching commitment and job satisfaction. Cogent Education, 6(1), 1685353. https://doi.org/10.1080/2331186X.2019.1685353
Oztas, F. (2010). Self-esteem, occupational self-esteem, and epistemological beliefs of Turkish University students. Social Behavior and Personality, 38(3), 321-326. doi: 10.2224/sbp.2010.38.3.321
Öztürk, G. (2008). The relationship between working conditions, self-efficacy, and professional self-esteem of teachers working in public primary schools (Unpublished Master’s Thesis).Marmara University, Istanbul.
Pereira, H., Goncalves, V. O., & Assis, R. M. (2021). Burnout, organizational self-efficacy, and self-esteem among Brazilian teachers during the COVID-19 pandemic. European Journal of Investigation in Health Psychology and Education, 11(3), 795-803. https://doi.org/10.3390/ejihpe11030057
Pistole, M. C., & Roberts, A. (2002). Mental health counseling: Toward resolving identity confusions. Journal of Mental Health Counseling, 24(1), 1–19.
Roe, J.ve Gray, A. (1991). Teachers’ professional self-esteem in the light of occupational stress factors. Australian Association for Research in Education Annual Conference, Surfers Paradise, Gold Coast, 26-30 November, Australia
Sarı, K. (2016). Examining preschool teachers’ love for children and professional self-esteem in terms of professionalism variables (Unpublished Master’s Thesis). Necmettin Erbakan University, Konya.
Sarıkoç, G., & Kaplan, M. (2017). The relationship between nursing students’ social-emotional learning skills, professional self-esteem, and academic branch satisfaction. Florence Nightingale Nursing Journal, 25(3), 201-208. doi: 10.17672/fnjn.343258
Sayın, S. (2003). Empathic tendency, attitude towards the teaching profession, and professional self-esteem of teacher candidate university students studying in different programs. Burdur Faculty of Education Journal, 34(6), 74-84.
Schiraldi, G. R. (2001). The self-esteem workbook. Oakland, CA: New Harbinger Publications.
Schumann, N. M. (1991). Collegial relationships and self-esteem of beginning teachers (Unpublished Doctoral Dissertation). The University of Nebraska, Lincoln. Erişim adresi
Shack, A. R., Meiyappan, S., & Grossman, L. D. (2018). Improved self-esteem in artists after participating in the “Building Confidence and Self-Esteem Toolbox Workshop”. Frontiers Psychology, 9, 1169. doi: 10.3389/fpsyg.2018.01169
Straub, J. (2002). Personal and collective identity: A conceptual analysis. In H.Fries (Eds.), Identities: Time, difference, and boundaries (s.56-76). New York, NY: Berghahn Books Inc.
Tabassum, F. & ve Ali, A. (2012). Professional self-esteem of secondary school teachers, Asian Social Science, 8(2), 206-210.
Timms, C. & Brough, P. (2013). ‘I like being a teacher’ career satisfaction, the work environment, and work engagement. Journal of Educational Administration, 51(6), 768-789.
Ünal, E. ve Şimşek, S. (2008). Examining the professional self-esteem of prospective teachers studying in primary education departments in terms of various variables. Primary Education Online, 7(1), 41-52.
Uslusoy, E. Ç., Gürdoğan, E. P. & Kurt, D. (2016). Hemşirelerde mesleki benlik saygısı ve meslektaş dayanışması. Süleyman Demirel Üniversitesi Sağlık Bilimleri Dergisi, 7(1), 29-35.
Varghese, M., Morgan, B., Johnston, B. & Johnson, K. A. (2005). Theorizing Language Teacher Identity: Three Perspectives and Beyond. Journal of Language, Identity & Education, 4(1), 21–44. https://doi.org/10.1207/s15327701jlie0401_2
Wilkins-Yel, K. G., Roach, C. M. L., Tracey, T. J. G. & Yel, N. (2018). The effects of career adaptability on intended academic persistence: The mediating role of academic satisfaction. Journal of Vocational Behavior, 108, 67-77.
Walkington, J. (2005). Becoming a teacher: encouraging development of teacher identity through reflective practice. Asia-Pacific J. Teach. Educ. 33, 53–64. doi: 10.1080/1359866052000341124
Wong, C. E., & Liu, W. C. (2024). Evaluating the teacher professional identity of student teachers: development and validation of the teacher professional identity scale. J. Educ. 204, 131–144. doi: 10.1177/00220574221101375
Wu, X. et. al. (2023). Self-esteem and professional identity among male nurses and male nursing students: mediating roles of perceived prejudice and psychological distress. Front. Psychol. 14:1176970. doi: 10.3389/fpsyg.2023.1176970
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How to Cite
Alghamdi , Rana Saleh. 2025. “The Mediating Role of Professional Self-Esteem on Organizational Professional Identity and Career Satisfaction”. Journal of Educational Sciences – Qatar University 25 (3). https://doi.org/10.29117/jes.2025.0250.
Section
Articles in English