From Passion to Fulfilment: How Calling Shapes Career Satisfaction in Preschool Teachers

Abstract

Preschool teachers play a vital role in shaping children’s intellectual and personal development, yet research has rarely examined how intrinsic motivators such as calling and work passion contribute to their career satisfaction, particularly in Pakistan. This study explored the relationships between calling, work passion, and career satisfaction, along with the mediating role of work passion and the influence of demographic factors. Using a cross-sectional design, data were collected from 253 preschool teachers in private schools in Lahore, Pakistan. Results showed significant positive links among calling, work passion, and career satisfaction. Mediation analysis indicated that work passion fully mediated the relationship between calling and career satisfaction. Additionally, regression analysis demonstrated that both harmonious passion and obsessive passion significantly predicted career satisfaction; however, calling was not a direct predictor of career satisfaction. Among demographic factors, age and income had no significant impact, while teachers with more professional experience reported higher levels of obsessive passion. These findings highlight the crucial role of work passion in translating a sense of calling into increased career satisfaction, especially for preschool teachers. Fostering such passion may not only enhance teachers’ professional fulfilment but also improve the quality of early childhood education, as motivated and satisfied educators are better equipped to support children’s learning and development. Limitations include the cross-sectional design, reliance on self-report measures, and data collected from a single city, which may limit generalizability.