زهرا جهانتیغ

The present study aimed to examine the effect of self‑actualization on quality of work life with the mediating role of job satisfaction among primary school teachers in Zabol County. This study was applied in terms of purpose and descriptive–correlational in nature, using a structural equation modeling (SEM) approach. The statistical population consisted of all primary school teachers in Zabol County during the 2024–2025 academic year, totaling 288 individuals, from whom 165 participants were selected using Cochran’s formula through simple random sampling. Data were collected using Walton’s Quality of Work Life Questionnaire (1973), the Minnesota Job Satisfaction Questionnaire, and the Ahvaz Self‑Actualization Inventory (ASAI). The data were analyzed at descriptive and inferential levels, including descriptive statistics, correlation analysis, and structural equation modeling, using SPSS version 28. The results indicated that self‑actualization had a direct and significant relationship with teachers’ quality of work life and job satisfaction. In addition, quality of work life showed a direct and significant relationship with job satisfaction. The results of structural equation modeling also revealed the direct effect of self‑actualization and quality of work life on job satisfaction. Furthermore, the analysis of indirect effects showed that self‑actualization significantly influences teachers’ quality of work life through the mediating role of job satisfaction. Therefore, it can be concluded that strengthening self‑actualization and improving quality of work life can play an important role in enhancing job satisfaction and improving the professional outcomes of primary school teachers