The sequential mediating role of teacher sensitivity and work engagement in the relationship between teachers' perceptions of school climate and job satisfaction

This study investigates the mediating roles of teacher sensitivity and work engagement in the relationship between perceived school climate and job satisfaction among teachers. Grounded in organizational climate and motivation theories, the research addresses a critical gap in understanding how affective and cognitive teacher characteristics shape professional outcomes within school contexts. Employing an explanatory correlational design, the study was conducted with a sample of 1,019 teachers working in public preschools, primary, secondary, and high schools in the central and district areas of Bolu, Türkiye, during the 2023–2024 academic year. Data were collected using the Teacher Sensitivity Scale (developed by the researcher), the School Climate Perception Scale, the Work Engagement Scale, and the Job Satisfaction Scale. The analysis employed descriptive statistics, correlation and regression analyses, structural equation modeling (SEM), and bootstrapping procedures. The findings indicate that perceived school climate exerts a significant and positive direct influence on job satisfaction. Furthermore, teacher sensitivity partially mediated this relationship, whereas work engagement significantly mediated the link between teacher sensitivity and job satisfaction. The study also revealed that school climate positively predicted work engagement. Importantly, teacher sensitivity and work engagement jointly served as sequential mediators in the relationship between perceived school climate and job satisfaction. Additionally, the sub-dimensions of teacher sensitivity—student-oriented, professional, institutional, and socio-environmental—played distinct mediating roles in this relationship. These results highlight the critical role of a positive school climate in fostering teacher sensitivity and engagement, ultimately enhancing job satisfaction. Implications for school leadership and policy development are discussed, emphasizing the need for evidence-based strategies to support teacher well-being and strengthen professional commitment.