Structural Relationship Model of career path adaptability and Personality Traits in Predicting the Quality of Teachers' Work Life: The Mediating Role of Psychological Capital

Articles in Press

Document Type : Original Article

Authors

1 Counseling Department. Faculty of Psychology and Educational Sciences, Kharazmi University, Karaj, Iran

2 Counseling Department, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

10.48308/jcoc.2026.242898.1552

Abstract

Introduction: The present study aimed to predict teachers’ quality of work life based on career path adaptability and personality traits, with psychological capital as a mediating variable. Method: This correlational study was conducted using structural equation modeling. The statistical population consisted of teachers in schools of Sabzevar during the 2025–2026 academic year. Convenience sampling was employed, and 370 valid questionnaires (205 females and 165 males) were collected. Research instruments included the NEO Five-Factor Inventory (NEO-FFI; Costa & McCrae, 1985), the Career path Adapt-Abilities Scale (CAAS; Savickas & Porfeli, 2012), the Psychological Capital Questionnaire (PCQ; Luthans, 2007), and the Teacher Quality of Work Life Questionnaire (QSWL; Ilgan, 2014). Data were analyzed using SPSS and SmartPLS software. Findings: Findings indicated that career path adaptability and positive personality traits had significant direct effects on quality of work life, whereas neuroticism had a negative effect. Furthermore, psychological capital played a mediating role in these relationships. The overall model fit, as assessed by the GOF index, was 0.61, and all hypothesized paths were statistically significan (t ≥ 1.96; P ≤ 0.05). Conclusion: The results suggest that enhancing psychological capital and strengthening positive aspects of personality traits can improve teachers’ capacity to cope with occupational changes and enhance their quality of work life.

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Main Subjects

Career and Organizational Counseling

Articles in Press, Accepted Manuscript
Available Online from 22 February 2026

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