Achievement Motivation as A Mediator in The Relationship Between Professional Commitment and Sustainable Educational Development in Male and Female Teachers

Abstract

Understanding teachers' psychological well-being is crucial for sustainable educational development. This research explores how achievement motivation mediates the relationship between professional commitment and sustainable progress among 385 Saudi teachers (45.71% males and 46.07% females). The study utilized self-reported measures of achievement motivation, professional commitment, and sustainable educational development. The findings highlight the practical importance of fostering achievement motivation to promote sustainable educational development. Teachers exhibiting higher professional commitment may be at risk of psychological issues, hindering sustainable progress. Designing strategies to enhance teachers' mental health, with achievement motivation as a key factor, can contribute to more sustainable educational outcomes.