How Do Life Positions Mediate the Relationship Between Cognitive Flexibility and Teacher Subjective Well-Being?

Within the school context, subjective well-being in teachers is a crucial determinant of their efficacy. Growing research has shown that teacher subjective well-being is linked to cognitive flexibility. The aim of the current study was to examine the mediating effect of life positions (i.e., healthy and unhealthy life positions) on the association between cognitive flexibility and teacher subjective well-being. The study included 302 teachers from public schools in Turkey. Participants were 56% female and 44% male, ranging in age from 23 to 64 years old. The findings indicated that cognitive flexibility was significantly and positively related to a healthy life position and teacher subjective well-being but negatively to an unhealthy life position. The results also suggested that a healthy life position significantly mediates the relationship between cognitive flexibility and teacher subjective well-being. Thus, a healthy life position is a crucial mechanism that may explain the impact of cognitive flexibility on teacher subjective well-being. © 2025 ITAA Foundation.