Professional Identity and Academic Optimism of Public High School Teachers: The Mediating Role of Self-Compassion

Abstract

As teachers assume a multifaceted role, they face responsibilities that significantly affect their well-being. This study addresses the limited literature on the relationship between professional identity and academic optimism and the mediating role of self-compassion. A mediation analysis involving 198 public high school teachers found linear relationships among the three variables and a significant mediating effect of self-compassion. The findings suggest that teachers with a robust professional identity can develop self-compassion as a protective factor in difficult experiences, supporting academic optimism, self-efficacy, trusting relationships, and effective learning environments.