The Relationship between Job Stress and Job-related Affective Well-Being among English Language Teachers: The Moderating Role of SelfCompassion

Although extensive research has been carried out on the important source of self -compassion in reducing stress and enhancing job-related affective well-being, no single study exists to investigate the correlation between job stress and job-related affective well-being as moderated by self-compassion levels among English language teachers. In doing this study as a descriptive correlational -one, 120 English language teachers working in public, non-profit, and private schools in Gonbad-e- Kavous were selected by purposive sampling method. Then, occupational Stress Inventory-Revised, Self-Compassion Scale, and Job-related Affective Well-being Scale were administered. Data were analyzed using SPSS and AMOS softwares. The results demonstrated that there was a negative relationship between job stress and job-related affective well-being, total selfcompassion and such subscales as self-kindness, common humanity and mindfulness. However, there was a positive relationship between job stress and self-judgment, isolation, and overidentification. Furthermore, a positive relationship between job-related affective well-being, total self-compassion and such subscales as self-kindness, common humanity and mindfulness was found; there was a negative relationship with self-judgment, isolation and over-identification. Based on path analysis pattern, standard and non-standard coefficients of the direct path of the hypothesized model of job stress to self-compassion and self-compassion to job-related affective well-being were meaningful. Therefore, the application of self-compassion can be useful for reducing job stress and improving job-related affective well-being among English language teachers.