Background: The lifelong learning is a basic characteristic among capable people, and in the meantime, the existence of this tendency among teachers can be the source of the formation of broad abilities and skills. So far, many studies have addressed teachers' learning models, but there is a research gap regarding the formulation of teachers' lifelong learning model based on emotional exhaustion, teamwork, and socio-economic problems with the mediation of psychological empowerment.
Aims:The aim of this study was compilation a lifelong learning model based on Developing a lifelong learning model based on emotional Exhausion, Teamwork and Socio – economic problems with the mediation role of psychological empowerment in the teachers of Kermanshah city.
Methods: Based on the purpose, the current research was of an applied and in terms of nature, it was descriptive-correlational research. The statistical population consisted of teachers of Kermanshah city in the academic year of 2022-2023. The sampling method was multi-stage random sampling, In the end, 395 teachers were selected.The research tools include the Hursen (2016) lifelong learning questionnaire, Spritzer and Mishra (1995) psychological empowerment, Maslach (1986) emotional exhaustion job burnout, Lenchioni (2004) team work, and the researcher-made questionnaire of economic and social status. Analyzing research data with structural equation modeling method And it was done with the help of SPSS-26 and LISREL-8.8 software.
Results:The standard effect coefficient of emotional exhaustion on lifelong learning was equal to -0.75 (t value equal to -14.69), on psychological empowerment equal to -0.27 (t value equal to -3.71) and psychological empowerment coefficient on lifelong learning was equal to 0.23 (t-value equal to 4.94), which indicated the significant mediating role of psychological empowerment in the relationship emotional exhaustion and lifelong learning. The coefficient of economic-social problems on lifelong learning was -0.15 (t-value equal to -4.36), on psychological empowerment equal to -0.19 and to Because of the positive relationship between psychological empowerment and lifelong learning, the significance of the mediating role of psychological empowerment in the relationship economic-social problems and lifelong learning was confirmed at the 0.001 level. Finally, the mediating role of psychological competence in the relationship teamwork and lifelong learning was not confirmed.
Conclusion: It is recommended according to the resultsthat officials at different structural levels of the country, especially education, should focus on solving the livelihood problems of teachers and pay attention to formation of emotions in teachers in order to provide a context for teachers' tendency towards sustainable learning, in this way, due to the psychological empowerment of teachers, the society will benefit from the existence of developmental teachers.