ABSTRACT
Background: Life satisfaction is essential for teachers' work performance and student learning. Additionally, servant leadership has been shown to be one of the best leadership practices as it promotes employee well-being and satisfaction. Moreover, satisfaction with job resources acts as a mediator in the relationship between servant leadership and life satisfaction by influencing individual and collective performance in the organization. Objective: This research aimed to evaluate the mediating role of satisfaction with job resources in the relationship between servant leadership and life satisfaction. Methods: The study was cross-sectional and explanatory. 620 teachers aged between 20 and 62 years (M = 35 and SD = 9.49) participated in the study. Structural Equation Modeling (SEM) was used to measure life satisfaction, service leadership, and job resource satisfaction through the use of questionnaires. Results: The results indicated that the model obtained an adequate fit, χ2 = 2,658, df = 551, p < 0.001, CFI = 0.941, TLI = 0.936, RMSEA = 0.079, SRMR = 0.070. The results confirm the positive influence of leadership on satisfaction with resources and life satisfaction. Additionally, a positive influence of satisfaction with job resources on life satisfaction was observed. Moreover, the mediation of job resources in servant leadership and life satisfaction was confirmed. Conclusion: Servant leadership, supported by satisfaction with job resources, can reduce effort and associated costs, stimulate personal growth and learning, and improve the well-being of teachers.
ABSTRACT
BACKGROUND: The academic and emotional challenges faced by medical students can affect critical thinking and may also contribute to the development of increased generalized anxiety. Similarly, critical thinking and generalized anxiety can impact study satisfaction through the mediating mechanism of academic self-efficacy. OBJECTIVE: The aim of this study was to assess the mediating role of academic self-efficacy between critical thinking and generalized anxiety in study satisfaction among medical students. METHODS: A cross-sectional and explanatory study was conducted involving 259 Peruvian medical students aged between 18 and 35 (M = 20.29, SD = 2.84). The evaluation was based on self-reported questionnaires covering critical thinking, generalized anxiety, academic self-efficacy, and study satisfaction. Furthermore, a structural equation modeling (SEM) and mediation approach was employed to examine the relationships between variables. RESULTS: The results showed an adequate fit of the model [χ2 (87) = 155, p < 0.001, CFI = 0.93, TLI = 0.92, RMSEA = 0.05 (CI: 0.04-0.07), SRMR = 0.07], demonstrating the impact of critical thinking and generalized anxiety. It was confirmed that academic self-efficacy has a positive effect on study satisfaction. Moreover, the mediating role of academic self-efficacy was confirmed between critical thinking and study satisfaction, as well as between generalized anxiety and study satisfaction. CONCLUSIONS: Due to the high academic load on medical students, academic self-efficacy plays a mediating role in the relationship between critical thinking, generalized anxiety, and satisfaction with studies. The development of educational strategies will help to promote critical thinking and academic self-efficacy, as well as provide support to students with generalized anxiety, to enhance study satisfaction.
