Abstract:

This study aims to determine the moderating role of psychological resilience in the indirect effect of teachers' subjective well-being on psychological ownership through organizational trust. The research was conducted using a descriptive survey model based on the functional paradigm. The study population consisted of permanent teachers working in the Karatay, Meram, and Selçuklu districts of Konya province. Teachers in these districts were selected using cluster and simple random sampling methods. The data for the study were collected using subjective well-being, psychological ownership, organizational trust, and psychological resilience scales, with the necessary ethical and legal permissions obtained. Confirmatory factor analysis and reliability analyses were performed for each measurement instrument used in the research. SPSS 25 and AMOS 23 software packages were used for the analyses. Overall, the research found that organizational trust plays a mediating role in the relationship between subjective well-being and psychological ownership, and psychological resilience plays a moderating role in the relationship between subjective well-being and organizational trust, as well as the relationship between organizational trust and psychological resilience. Moreover, the research concluded that psychological resilience moderates the indirect effect of subjective well-being on psychological ownership through organizational trust. In conclusion, teachers' subjective well-being enhances their psychological ownership through organizational trust. Additionally, this indirect relationship depends on teachers' psychological resilience. In other words, when teachers have high psychological resilience, their psychological ownership is further increased through organizational trust, leading to greater subjective well-being.

Keywords: