Teacher agency mediates the relationship between meaningful work and life satisfaction levels of special education teachers

Abstract

This study investigates factors contributing to the well-being and professional sustainability of special education teachers, who face high rates of stress and burnout. The research examined relationships among meaningful work, teacher agency, and life satisfaction. Data from 214 special education teachers in Istanbul, T & uuml;rkiye, were analyzed using structural equation modeling. Findings indicated strong, positive, and statistically significant correlations among all variables. Meaningful work positively predicted life satisfaction directly (beta = .30, p < .001) and teacher agency (beta = .83, p < .001). Teacher agency also positively predicted life satisfaction (beta = .51, p < .001). Importantly, the analysis revealed a significant indirect effect (beta = .42, p < .001), demonstrating that teacher agency partially mediates the relationship between meaningful work and life satisfaction. These results suggest that meaningful work is a crucial psychological resource that enhances life satisfaction both directly and indirectly by strengthening agency. Interventions aimed at promoting the well-being of special education teachers should prioritize supportive leadership and professional autonomy to foster meaningful work and strengthen agency capacities.