From life satisfaction to professional resilience: the mediating roles of teacher enthusiasm and organizational adaptation

Purpose This study aims to investigate the interplay among life satisfaction, teacher enthusiasm, organizational fit and professional resilience, with a particular focus on the mediating roles of teacher enthusiasm and organizational fit in the relationship between life satisfaction and professional resilience. Design/methodology/approach A quantitative, cross-sectional design was employed. Data were collected from 751 teachers during the 2024–2025 academic year. Structural equation modeling was used to examine the direct and indirect relationships among the variables. Findings The study reveals that teacher enthusiasm and organizational fit significantly mediate the relationship between life satisfaction and professional resilience. Furthermore, life satisfaction directly influenced teacher enthusiasm, organizational fit and professional resilience. Teacher enthusiasm and organizational fit also directly and positively contributed to professional resilience. Research limitations/implications The cross-sectional design limits causal inferences, and data were collected within a single academic year, which may limit the generalizability of the findings. Future studies could adopt longitudinal or cross-cultural approaches to enhance validity. Social implications Enhancing teacher enthusiasm and organizational fit not only enhances individual professional resilience but also contributes to sustainable educational quality, student achievement and societal well-being. Originality/value The study contributes to the limited body of literature exploring the interconnected dynamics of teacher well-being and resilience. By highlighting the dual mediating roles of teacher enthusiasm and organizational fit, it advances theoretical understanding and provides evidence-based insight into teacher professional development.