The impact of meaning in work and job satisfaction on teachers' work success with the mediating role of psychological capital

Mohamad Abdalrasoul Alsharghy  E; Mehdad   A; Ahmed Abdulkadhim Johni  A; Yousefi  Z

doi:10.18502/tkj.v18i1.21492

Mohamad Abdalrasoul Alsharghy E PhD Student in Educational Psychology, Department of Psychology, Isf.C., Islamic Azad University, Isfahan, Iran
Mehdad A Associate Professor, Department of Psychology, Isf.C., Islamic Azad University, Isfahan, Iran
Ahmed Abdulkadhim Johni A Assistant Professor Department of Psychology, University of Al-Qadisiya, Al-Qadisiya, Iraq
Yousefi Z Associate Professor, Department of Psychology, Isf.C., Islamic Azad University, Isfahan, Iran

DOI: https://doi.org/10.18502/tkj.v18i1.21492

Keywords: Meaning in work, Job satisfaction, Psychological capital, Work success, Teachers, Baghdad

Abstract

Introduction: This study was conducted to determine the impact of meaning in work and job satisfaction on the work success of teachers in the city of Baghdad, considering the mediating role of psychological capital.

Materials and Methods: The research method was correlational, using structural equation modeling. The statistical population consisted of all kindergarten teachers in the city of Baghdad during the spring of 2025. From this population, 202 individuals were selected as the sample through convenience sampling and responded to the Meaning in Work Questionnaire (Ivizan et al., 2013), the Job Satisfaction Questionnaire (Smith et al., 1969), the Work Success Questionnaire (Carmeli & Spreitzer, 2009), and the Psychological Capital Questionnaire (Luthans & Youssef, 2007). The research data were analyzed using structural equation modeling with SPSS26 and AMOS25 software.

Results: The results showed that meaning in work and job satisfaction have a significant direct effect on psychological capital and work success (p<0.01). Furthermore, meaning in work and job satisfaction has an indirect relationship with work success through psychological capital. Consequently, the proposed model had a good fit, and psychological capital acted as a complete mediator in the relationship between meaning in work and job satisfaction with work success (p<0.01).

Conclusion: Based on the findings of the present study, to improve teachers' work success, it is necessary to provide the groundwork for enhancing and increasing meaning in work, job satisfaction, and psychological capital. This matter should be considered by the educational policymakers of Iraq