The Mediating Role of Occupational Self‐Efficacy and Resilience in the Relationship Between Occupational Stress and Subjective Well‐Being in Teachers: Validation of the Turkish Version of the Teacher Occupational Self‐Efficacy‐Short Form

ABSTRACT This study aims to examine the mediating roles of resilience and occupational self‐efficacy in the relationship between occupational stress and subjective well‐being and to adapt the Teacher Occupational Self‐Efficacy‐Short Form (OSS‐SF) to Turkish culture. Using a cross‐sectional design, convenience sampling was employed to collect the data. The participants consist of 342 teachers, comprising 168 (49.1%) females, aged between 22 and 58 years ( M = 36.55, SD = 3.25). The participants completed the Perceived Occupational Stress Scale, Teacher Occupational Self‐Efficacy Scale, Resilience Scale, and Teacher Subjective Well‐Being Questionnaire. The factor analysis yielded a one‐factor solution for OSS‐SF with high internal consistency reliability. The results of the mediation analysis indicated that occupational stress negatively predicted subjective well‐being, occupational self‐efficacy, and resilience. The results also showed that occupational self‐efficacy and resilience positively predicted subjective well‐being. More importantly, the findings revealed that occupational self‐efficacy and resilience partially mediated the association between occupational stress and subjective well‐being. The findings suggest that intervention aiming at mitigating the negative impact of occupational stress on teachers’ subjective well‐being can strengthen teachers’ occupational self‐efficacy and resilience.