The Study of Structural Relationships of Cognitive Self-Regulation and Occupational Wellbeing in Secondary HighSchool Teachers:Mediating Role of Job- Burnout and Job- Satisfaction

The aim of the current research was the study of the structural relationships of cognitive self-regulation and occupational-wellbeing with mediating role of job-burnout and jobsatisfaction in secondary highschool teachers.

The research was descriptive, correlational and through structural equation modeling. The research society included 837 people of male and female teachers working in the secondary highschools in Urmia in 2017- 2018 academic year that from them 204 people was gained through multistage cluster sampling method. The means included Shultz (2008) Occupational Well-being Scale, Mattern and Bauer (2014) Teacher Cognitive SelfRegulation Questionnair, Maslach Burnout Inventory-Educators Survey(1986), and Judge, Locke, Durham, Kluger (1998) Index of Job Satisfaction, Lim-Ho & Tung-Au (2006) Teacher Satisfaction Scale. the data was analyesed by SPSS-22 and AMOS-22 and with structural equations modeling method.

The results indicated insignificant direct effect of the cognitive self-regulation (β= 0.09, P= 0.398) and significant indirect effect of it on the occupational well-being and confirmed model after correcting it (GFI=0.90، CFI=0.90 ، RMSEA=0.08 /PNFI=0.64 ،PRATIO=0.76, R 2 =0.77).

Regarding the results of the current research, it could be concluded that cognitive self-regulation by decreasing in the job-burnout and increasing in the jobsatisfaction has an effect on the improving occupational well-being of the teachers.