Job Satisfaction, Professional Commitment and Role Conflict among Teacher Educators: An Empirical Study

Teacher educators occupy a central position in the preparation of future teachers and are expected to fulfil instructional, mentoring, assessment, research, administrative and institutional responsibilities simultaneously. The coexistence of these demands can shape their satisfaction with work, their commitment to the teaching profession and the degree of role conflict they experience. The present study examines the interrelationships among job satisfaction, professional commitment and role conflict among teacher educators in B.Ed. colleges. A quantitative, cross-sectional approach was adopted, and the reported structural relationships were examined through partial least-squares structural equation modelling. The model explained 12.7% of the variance in job satisfaction and 10.4% of the variance in professional commitment. Role conflict demonstrated a statistically significant association with job satisfaction, whereas its direct relationship with professional commitment was not statistically significant. Job satisfaction also did not show a statistically significant direct relationship with professional commitment in the reported structural model. These findings suggest that role-related conditions are particularly relevant to the immediate work experience of teacher educators, while professional commitment may be influenced by a broader range of personal, institutional and professional factors. The study emphasises the importance of clear role allocation, manageable workloads, supportive leadership, professional autonomy and meaningful development opportunities in teacher-education institutions.