This study aimed to investigate the structural relationship between quality of life and the acceptance of teaching as a profession among student teachers at Farhangian University in East Azerbaijan Province. The research employed a quantitative, applied, and descriptive–correlational design. A sample of 500 student teachers was selected randomly from a population of approximately 5,000 individuals. Data were collected using two standardized questionnaires: The Job Acceptance Questionnaire (Richardson & Watt, 2006), which includes 14 items across four dimensions (teaching ability, intrinsic value of the profession, job satisfaction, and shaping the future of children and adolescents), and the Quality of Life Questionnaire (Ainley & Bourke, 1992), comprising 10 items across three dimensions (overall satisfaction, success, and opportunity). Structural equation modeling using the Partial Least Squares (PLS-SEM) approach was applied via Smart-PLS version 3.
The results indicated a significant and positive relationship between quality of life and job acceptance (β = 0.673, p < 0.001). Specifically, the dimensions of overall satisfaction (β = 0.340) and success (β = 0.423) showed significant positive effects, while the opportunity dimension had a non-significant negative effect (β = –0.051, p = 0.482).
The findings suggest that enhancing student teachers’ quality of life—particularly their sense of satisfaction and success—can significantly increase their motivation and commitment to the teaching profession. It is recommended that educational and welfare programs at teacher training institutions focus on improving students’ psychological well-being and living conditions to foster the development of competent and dedicated future educators.