The Mediating role of Professional Self-esteem on Organizational Professional Identity and Career Satisfaction

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.