Curriculum Literacy and Job Satisfaction Among Teachers: A Mediated-Moderated Model of Psychological Well-Being, Self-Efficacy, and Gender

Abstract

This study examines the relationships between teachers' curriculum literacy and their job satisfaction, focusing on the mediating roles of psychological well-being and self-efficacy, as well as the moderating role of gender. Grounded in the Job Demands–Resources (JD-R) framework, curriculum literacy is conceptualised as a cognitive resource that may enhance teachers' ability to manage professional demands. Data were collected in 2025 from a sample of 401 public school teachers in Isparta, Türkiye, using simple random sampling. Bayesian structural equation modelling indicated that curriculum literacy was not directly associated with job satisfaction, but it was indirectly related through psychological well-being and self-efficacy. These findings align with the motivational process of the JD-R model, highlighting the role of internal psychological resources as key mechanisms through which professional competencies translate into occupational satisfaction. Curriculum literacy also showed significant positive associations with both psychological well-being and self-efficacy, underscoring its importance in sustaining teachers' resilience and professional competence. Gender was tested as a moderator, but no significant interactions were found, suggesting that cognitive and emotional resources may be more influential than demographic attributes in shaping teacher motivation. Overall, the study provides novel evidence that strengthening curriculum literacy through professional development initiatives can enhance teacher well-being and job satisfaction, with practical implications for educational policymakers and teacher training institutions.