Impact of Basic Psychological Needs on Life Satisfaction of PE Teachers: The Mediating Role of Emotions (Case Study: Golestan Province

Introduction

Given the growing significance of human resources, extensive organizational research in recent years has demonstrated that an organization’s success depends on understanding and fulfilling employees' needs and desires (Zhang & Liu, 2022; Hurtienne & Hurtienne, 2024). Due to the dynamic nature of the workplace, employees' psychological needs continuously evolve, requiring adaptive organizational responses. As a result, managers must prioritize these concerns (Vo et al., 2022). In response, researchers have developed various models and theories related to employee needs, among which self-determination theory (SDT) is one of the most prominent (Forner et al., 2020). SDT is more applicable to education than other theories such as job demands-resources (JD-R), due to its focus on motivational factor. For example, while JD-R theory examines the balance between job demands and available resources and highlights the role of external factors such as workload, SDT theory focuses on the role of internal motivational factors in shaping individuals' attitudes and behaviors (Wu et al., 2023). The foundational premise of SDT is that humans possess inherent psychological needs essential for motivation, growth, flourishing, and well-being, shaped by internal factors (Ryan & Deci, 2020). Also, the basic psychological needs in particular, can help explain and facilitate individuals’ life skills (Vahdani et al., 2025). At the core of SDT are three basic psychological needs—competence, autonomy, and relatedness—which posit that when fulfilled, individuals thrive and perform at their best. Conversely, unmet psychological needs can lead to cognitive and behavioral challenges (Martela et al., 2018). Competence is the need to feel efficient and capable of bringing about change. This need is met when a person is able to perform a challenging task. Autonomy is the ability of an individual to feel in control of their actions and decisions. This need is met when an individual has the power to make free choices. As long as the desired behavior is consistent with the individual’s endorsed values, they can experience autonomy even in situations where there are few or no alternatives. Relatedness is the need to experience a sense of belonging and mutual respect. This need is met when one can connect with others and be respected and appreciated by them (Ryan & Deci, 2020). Empirical evidence supports this claim, demonstrating that fulfilling these basic needs (rather than neglecting them) is critical for enhancing work motivation, positive attitudes, constructive workplace behaviors, and overall employee well-being (Gil-Flórez et al., 2022). It has been shown that in educational environments, meeting fundamental needs such as teacher autonomy can have positive consequences (Eidipour & Hallaji, 2024). Work environments play a critical role in either supporting or undermining employees' needs for autonomy, competence, and relatedness. When these needs are fulfilled, individuals typically experience heightened motivation, better well-being, and improved performance (Ryan & Deci, 2020). In educational settings, understanding the psychological factors that impact teachers' effectiveness in both their professional roles and instruction is crucial to their success. Fulfilling teachers’ basic psychological needs not only enhances their personal well-being but also leads to more effective teaching practices. By prioritizing these needs, schools can foster teacher growth, leading to higher-quality education for students (Corbin et al., 2023). Therefore, addressing psychological needs creates an environment conducive to teachers’ ongoing development and career success—benefiting both educators and their students (Huić et al., 2024).

Many theorists and researchers argue that fulfilling basic psychological needs fosters well-being, growth, and development, while also enhancing individuals’ ability to regulate their emotions (Chang et al., 2015; Katz & Moè, 2024). For instance, self-determination theory suggests that satisfying the need for autonomy reduces external pressures to conform, which can increase positive emotions (e.g., satisfaction and happiness) while decreasing negative ones (e.g., fear and humiliation) (Patall et al., 2008). Similarly, when the need for competence is met, individuals develop a sense of mastery over their environment. This perceived control promotes positive psychological states—such as self-confidence, self-efficacy, and vitality—while reducing negative emotions like distress, shame, or guilt (Stanley et al., 2021). Furthermore, fulfilling the need for relatedness provides individuals with a sense of secure connection to others. Positive social interactions help satisfy this fundamental need, fostering emotions like happiness and belonging while reducing negative states such as fear, worry, and anger (Tian et al., 2014). Research further indicates that individuals whose basic psychological needs are met are more inclined to employ adaptive emotion regulation strategies like cognitive reappraisal. This approach involves reinterpreting situations to alter their emotional impact, thereby promoting more positive experiences. For instance, those with higher psychological need satisfaction demonstrate more effective use of cognitive reappraisal, enhancing both emotional well-being and overall performance (Robazza et al., 2023). In educational environments, teachers' emotional experiences play a crucial role in both their professional effectiveness and personal well-being (Muehlbacher et al., 2024). When schools cultivate work environments that actively support teachers' personal and professional needs, educators gain greater emotional capacity to address both their own requirements and those of their students. This supportive atmosphere fosters positive emotional states - including happiness, enthusiasm, pride, and satisfaction - that enhance overall teaching quality and job fulfillment (Katz & Moè, 2024).

On the other hand, fulfilling basic psychological needs in the workplace can set the stage for the development of positive behaviors outside of work, especially among human resources, including teachers (Fierro-Suero et al., 2022). When individuals feel that they can meet their job requirements, apply their skills and abilities, and experience a sense of value in their work, they tend to be more satisfied with their lives (Zambelli et al., 2024). As a result, these employees are more likely to make decisions aligned with their personal values and goals. This sense of autonomy contributes to greater life satisfaction. Furthermore, when individuals feel competent both in their professional and personal lives, they often experience higher levels of self-efficacy and self-confidence, which can lead to improved mental health (Coxen et al., 2021). Believing in their abilities and having a sense of mastery over their work leads individuals to experience higher levels of life satisfaction. Additionally, when people feel connected and have a sense of belonging, their life satisfaction and happiness are enhanced. This also promotes increased participation and cooperation with others, contributing to greater life satisfaction (Lee et al., 2015; Maas et al., 2022). Given the importance of the connection between work and personal life, Fernet et al. (2023) argue that meeting employees' psychological needs in the workplace helps them adjust better to their jobs. Employees who are more adjusted to their roles experience less job stress and fewer issues, creating a better balance between work and personal life, which in turn enhances their quality of life. In a cross-contextual transfer, Fierro-Suero et al. (2022) suggest that fulfilling teachers' psychological needs in their jobs can foster positive experiences at work, promote the development of positive emotions and behaviors in other areas such as personal life, and improve their overall quality of life. However, little research has been conducted on the fulfillment of psychological needs at work and its consequences outside the workplace (Meng, 2022).

The impact of meeting employees' psychological needs has been explored across various workplaces. In a study by Noori Kaabomeir et al. (2023), which included 246 staff and operational employees of Maroon Oil and Gas Exploitation Company, it was found that supervisor support for employees' basic psychological needs directly and significantly affects their psychological needs satisfaction, autonomy motivation, controlled motivation, and apathy. The findings also supported the indirect effect of supervisor support for basic psychological needs on autonomy motivation, controlled motivation, and apathy through psychological needs satisfaction. In another study by Shalchi et al. (2024), involving 110 nurses from Razi, Azadi, Milad, and Sina hospitals in Tehran, it was concluded that meeting basic psychological needs through cognitive flexibility positively and significantly impacts the work well-being of these nurses. Additionally, Vermote et al. (2023) conducted a study on 482 high school teachers and found that teachers' psychological needs were closely linked to adaptive work adjustment (i.e., job satisfaction) and a motivational teaching style (i.e., support and autonomy structure). In contrast, frustration in meeting psychological needs was mainly associated with maladaptive outcomes (i.e., emotional exhaustion) and an unmotivated teaching style (i.e., control and chaos). Shi (2024) investigated the mechanism through which frustration in meeting psychological needs contributes to burnout. The study sample consisted of eight senior advisors, each with over 13 years of teaching experience at a Chinese university. The results revealed that the subjects experienced significant frustration related to their core psychological needs. This frustration was reflected in the presence of negative job characteristics, a lack of autonomy, a hostile professional environment, a lack of competence, negative behavior from others, and frustration in interpersonal relationships. The study also found that four types of frustration related to basic psychological needs were strongly associated with burnout: lack of motivation or controlled motivation, pursuit of external goals, negative behavioral patterns, and a controlled style causal orientation. Pimenta de Devotto et al. (2024) conducted a study on 340 Brazilian employees, revealing that satisfaction with the fulfillment of basic psychological needs had a positive and significant effect on job re-creation and job meaning. The study also confirmed the mediating role of job re-creation in the relationship between satisfaction with the fulfillment of basic psychological needs and job meaning. In another study by Guo and Xu (2024), involving 694 student teachers in China, it was found that the fulfillment of these teachers' basic psychological needs had a positive and significant effect on their motivation to teach. The study also highlighted the mediating roles of teaching enjoyment and self-efficacy between the fulfillment of basic psychological needs and teaching motivation.

While teachers are considered the core of educational systems and the quality of their actions undoubtedly determines the success of any educational system (Jähne et al., 2022), it has been found that not paying attention to the needs of teachers, especially physical education teachers, can expose them to job dissatisfaction, burnout, and reduced job adaptability (Alsalhe et al., 2021). Physical education teachers face significant stress and burnout for various reasons, including lack of facilities and equipment, student disciplinary problems, lack of student motivation (Pels et al., 2022), role conflict, and high workload (Sang et al., 2022), which can affect emotional health on the one hand (Zhou et al., 2025) and work-family balance on the other hand, and reduce their quality of life and life satisfaction (Madigan et al., 2023). Research has shown that a significant portion of physical education teachers' job problems stem from their working in an environment that cannot meet their personal and professional needs (Franco et al., 2023). Focusing on teachers' needs, including their basic psychological needs, is essential for fostering a successful educational ecosystem. Accordingly, significant efforts have been made in recent years to address teachers' needs, but most of them have focused mainly on their external needs (Vermote et al., 2023), and less attention to teachers' internal needs has led to a scientific gap in this field. On the other hand, few studies conducted on teachers' basic psychological needs have examined the effects of these needs on job outcomes, including job engagement (Jin et al., 2022), well-being (El Aadmi-Laamech et al., 2025), and individual adjustment to the job (Vermote et al., 2023). However, how meeting teachers' psychological needs in their careers can have consequences in their personal lives in a cross-contextual transition is a gap in relevant scientific research that requires further investigation and investigation. Considering the scientific gap in the field of research, the main question is whether basic psychological needs have a significant effect on physical education teachers' life satisfaction with the mediating role of emotions?

Research Methods

This applied research study employed a survey methodology which is based on structural equations (PLS-SEM). The target population consisted of all elementary physical education teachers in Golestan province (N = 321). Using the Cochran formula, the required sample size was determined to be 176 physical education teachers, who were selected through a stratified random sampling method. Due to the inequality of male and female elementary school physical education teachers (Male = 187 and Female = 134), a stratified random sampling method was used.

Data were collected using three standardized instruments with 5-point Likert scales. Cultural adaptation in the context of questionnaires refers to the process of adapting and modifying measurement instruments for use in different cultures. When a measurement instrument (such as a questionnaire or scale) is designed for use in one culture, it may need to be modified and adapted in order to be used appropriately in other cultures. This process involves changes in the way questions are worded, language, and concepts are worded to ensure that the scale remains meaningful and valid in the new culture. The goal is for the scale to accurately reflect the specific cultural and social characteristics of each community and for respondents in different cultures to respond to it similarly. In this process, factors such as linguistic differences, social and conceptual differences, and behavioral characteristics that may differ across cultures are taken into account (Vahdani et al., 2024). Since the original questionnaires were in English, they were prepared for use through the translation-back-translation method (Breslin, 1970). The process involved three translators. The first translator converted the English questionnaires into Persian. The second translator blinded to the study’s context, back-translated the Persian version into English. The third translator compared the back-translated version with the original, resolving discrepancies in ambiguous concepts. The Persian questionnaires were finalized in a joint review by the second and third translators. Finally, questionnaires validity was verified by five sports management experts, and reliability was assessed with input from 40 elementary school sports teachers. The validity and reliability metrics for each questionnaire are detailed separately below:

Basic Psychological Needs: The study employed the 12-item Basic Psychological Needs Scale developed by Conesa & Duñabeitia (2021), utilizing a 5-point Likert scale (1 = completely disagree to 5 = completely agree). This questionnaire includes three components: Autonomy (4 items), Competence (4 items), and Relatedness (4 items). The reliability coefficient of the questionnaire was reported by Conesa & Duñabeitia (2021) as 0.91, indicating good reliability. In this study, the face validity of the questionnaire was assessed by five sports management experts. Based on their suggestions, some items were revised for better clarity and ease of understanding for the respondents. Furthermore, the Content Validity Index (CVI) was used to evaluate the validity of the tool, and its value was calculated to be 0.90. The reliability of the questionnaire was also tested in a preliminary study with 40 elementary physical education teachers, where the Cronbach’s alpha coefficient was found to be 0.81, demonstrating its acceptable reliability. "I feel competent to achieve my goals" – is one of the items in this instrument.

Classroom-Related Emotions: The study employed the 12-item Classroom Emotions Questionnaire (Ibas et al., 2018) to assess physical education teachers' emotional experiences. 6 items of this questionnaire measure positive emotions (with a scale ranging from strongly disagree = 1 to strongly agree = 5), while the remaining 6 items measure negative emotions (with a reverse scale, strongly disagree = 5 to strongly agree = 1). Ibas et al. (2018) reported the reliability coefficient of this questionnaire as 0.88. In the present study, the face validity of the questionnaire was evaluated by five sports management experts. Based on their feedback, revisions were made to some items to enhance clarity and understanding for the respondents. Furthermore, the Content Validity Index (CVI) was calculated to assess the validity of the tool, with a value of 0.92. The reliability of the questionnaire was also evaluated in a preliminary study involving 40 elementary physical education teachers, where the Cronbach's alpha coefficient was estimated at 0.77, indicating acceptable reliability. "I generally enjoy teaching" – is one of the items in this instrument.

Life Satisfaction: The modified five-item questionnaire by Diener et al. (2013), which uses a five-point Likert scale (strongly disagree = 1 to strongly agree = 5), was employed to assess the life satisfaction of physical education teachers. Diener et al. (2013) reported a reliability coefficient of 0.93 for this questionnaire, confirming its high reliability. In the current study, the face validity of the questionnaire was assessed and confirmed by five sports management experts. Additionally, the Content Validity Index (CVI) was calculated based on the feedback from these experts, resulting in a value of 0.86. The reliability of the questionnaire was also evaluated in a preliminary study involving 40 elementary physical education teachers, where the Cronbach’s alpha coefficient was found to be 0.82, indicating appropriate reliability. "My living conditions are excellent" – is one of the items in this instrument

To analyze the collected data, both descriptive and inferential methods were employed. In the descriptive analysis, SPSS version 25 was used to calculate various statistics, including frequency, percentage, mean, and standard deviation, in order to describe the individual characteristics of the respondents and the research variables. For the inferential analysis, Smart PLS software (Version 4) was utilized. PLS-SEM is a variance-based structural equation modeling technique used to analyze complex relationships between observed and latent variables. Combines factor analysis (measurement model) with path analysis (structural model). Handles small sample sizes, no normality assumptions, predictive power and bootstrapping for significance are some benefits of PLS-SEM. In PLS-SEM. first, the measurement model indicators (internal consistency, convergent validity, and discriminant validity) and then the structural model (R², VIF, SRMR, and GOF) of the research were examined, and after ensuring their suitability, the hypotheses were tested. Additionally, Bootstrapping test is used to examine the significance of the mediation paths.

Findings

The descriptive results regarding the demographic characteristics of the research sample indicated that the majority of participants had over 21 years of work experience (78 physical education teachers). In terms of educational background, the most common level of education among the participants was a master's degree (111 physical education teachers). Finally, the analysis of the demographic characteristics revealed that most of the participants were aged 41 years and above (88 physical education teachers).

Table 1- Descriptive analysis of variables

The descriptive analysis of the research variables revealed that the mean and standard deviation of the variables of basic psychological needs, positive emotions, negative emotions, and life satisfaction are 3.51±0.70, 3.55±0.76, 2.47±0.72, and 3.48±0.71, respectively. Also, the skewness and kurtosis of each variable were calculated, and since the estimated coefficients for these two indicators were between 2 and -2, the normality of the data distribution was confirmed (Table 1).

Internal consistency, convergent validity, and discriminant validity indices were used to evaluate the research measurement model. Internal consistency was examined with two indices: Cronbach's alpha and composite reliability. According to Hair et al. (2019), values ​​above 0.7 for these two indices indicate their suitability. The results reported in Table 2 show that the calculated coefficients of Cronbach's alpha and composite reliability indices for the research constructs (basic psychological needs, positive emotions, negative emotions, and life satisfaction) are above 0.7, confirming their suitability.

Table 2- Reliability indicators of the research structural model

Convergent validity assessment of research constructs was performed with the mean extracted variance index (AVE). According to Hair et al. (2019), AVE is a suitable index that can be used to assess the accuracy and precision of measurement tools and the calculated value for each structure must be above 0.5. Table 3 shows that the calculated AVE coefficients for the basic psychological needs, positive emotions, negative emotions, and life satisfaction constructs are above 0.5, which confirms the appropriateness of the convergent validity of the measurement model.

The discriminant validity of the measurement model was assessed using the Forner and Locker index. Hair et al. (2014) believes that in the PLS measurement model, a construct should be clearly distinguished from other constructs. Regarding Forner and Locker index, the root mean square of the extracted variance of a construct must be greater than the correlation between that construct and other constructs. The results of Table 3 regarding discriminant validity show that the estimated coefficients are all less than the root mean square of the extracted variance, which confirms the appropriateness of the discriminant validity of the research constructs.

Table 3- Validity indicators of the research structural model

The structural model of the research was evaluated with indices including R², VIF, SRMR and GOF (goodness-of-fit) that some of which can be seen in Table 4. R² index indicates the effect of an exogenous variable on an endogenous variable, and the higher the R2 values ​​related to the endogenous constructs of a model, the more accurate the model is in predicting results. For the R² index values of 0.19, 0.33, and 0.67 are considered criteria for weak, moderate, and strong fit of the structural model, respectively (Hair et al., 2019). Based on the results in Table 4, the R² values for the three variables—positive emotions (0.762), negative emotions (0.689) and life satisfaction (0.817)—confirm the predictive power of the model.

The VIF (Variance Inflation Factor) index is another important index in examining the structural model of research. The VIF index is used in partial least squares structural equation modeling (PLS-SEM) to assess the phenomenon of multicollinearity between independent variables in the model. This index helps to determine whether there are many and unnecessarily linear relationships between the variables in the model. If the estimated VIF value ​​is less than the baseline threshold of 3, non-collinearity between the variables is confirmed (Rajabi et al., 2023). The estimated VIF coefficient (1.983) shows that there is no collinearity between the constructs (Table 4).

The Standardized Root Mean Square Residual (SRMR) index is used in PLS-SEM as a measure of model fit. It measures the extent to which the predicted model matches the actual data. For the SRMR index, an acceptable value is below 0.08 (Hair et al., 2019), and the statistic for this index in Table 4 (0.077) confirms its adequacy.

Goodness of Fit (GOF) is commonly used as a general measure to evaluate the quality of fit of a structural model in PLS-SEM. The GOF index has three levels: weak, medium, and good, corresponding to values of 0.01, 0.25, and 0.36, respectively (Hair et al., 2014). The GOF index for this study is 0.436, which indicates a desirable fit for the structural model.

Table 4- Some indicators for evaluating the structural research model

After evaluating the indicators related to the measurement and structural model of the research and ensuring their suitability, hypothesis testing was conducted which the results are presented in Table 5. The findings indicated that the effect of basic psychological needs on the positive emotions of elementary school physical education teachers is significant (β = 0.873, t = 42.476). Additionally, the study showed that basic psychological needs have a negative and significant effect on the negative emotions of elementary school physical education teachers (β = -0.830, t = 31.185). The results also indicated a positive and significant effect of basic psychological needs on the life satisfaction of these teachers (β = 0.209, t = 2.808). Furthermore, the Bootstrapping confirmed that the positive and significant effect of basic psychological needs on life satisfaction is mediated by positive emotions (β = 0.384, t = 3.769). Finally, the Bootstrapping results also confirmed the significant effect of basic psychological needs on life satisfaction with the mediating role of negative emotions (β = -0.349, t = 3.937) (Table 5 and Figures 1 and 2).

Table 5- Direct and indirect effects in the model

Figure 1. The tested model in the standard estimation mode

Figure 2. The tested model of the research in the case of significance

Discussion

This study explores the impact of basic psychological needs on life satisfaction among physical education teachers, with classroom-related emotions as a mediating variable. The results indicate a strong and significant positive effect of meeting these psychological needs on the positive emotions teachers experience in the classroom. This finding aligns with prior research, notably the studies by Fierro-Suero et al. (2022) and Robazza et al. (2023), reinforcing the notion that fulfilling basic psychological needs contributes to a more positive and emotionally satisfying teaching experience for educators. Like all humans, teachers have basic psychological needs that are essential for their well-being and effectiveness in the classroom (Corbin et al., 2023). Accordingly, it is essential to create a working environment in which teachers can meet their psychological needs. For example, in situations where physical education teachers face problems such as lack of time and sports facilities, autonomy in the classroom can manifest itself in the form of freedom to choose teaching methods, design curricula and make decisions that are more in line with their actual working conditions, which will, on the one hand, increase the quality of physical education lessons and, on the other hand, create the opportunity for physical education teachers to use their abilities to solve teaching-related problems well. Such conditions can bring positive emotional consequences such as increased motivation, participation, and satisfaction (Maas et al., 2022). Furthermore, teaching is a complex process that requires specific competencies to succeed, and these job competencies are more important for physical education teachers, who have different working conditions than other teachers. When physical education teachers feel competent in their abilities to teach and support students, they will use creative teaching methods and better manage their teaching problems, which will increase their likelihood of experiencing satisfaction, hope, and self-confidence. On the other hand, physical education teachers need effective communication with others to succeed in their careers. For these teachers, fostering strong relationships with students, colleagues, and the wider community can provide emotional support, opportunities for collaboration, and a sense of belonging, all of which significantly increase teachers' well-being and job satisfaction. Accordingly, it can be stated that having the opportunity to fulfill basic psychological needs in the workplace allows physical education teachers to increase the quality of their teaching and experience positive emotions such as enthusiasm, pride, joy, and satisfaction. These emotions not only increase personal happiness, but also enhance professional engagement and motivation, ultimately benefiting both teachers and students.

Another finding from this study indicated that the impact of basic psychological needs on negative emotions in the classrooms of elementary school physical education teachers was both negative and significant. This result aligns with the findings of Robazza et al. (2023) and Corbin et al. (2023). Because a significant portion of teachers' behaviors in their workplaces are shaped by their psychological needs, it is essential to pay attention to these needs and create appropriate conditions to meet them in the school environment (Katz & Mo, 2024). When physical education teachers feel that their basic needs are consistently met in their workplaces, their sense of value in their jobs and psychological ownership of their jobs will increase. As a result, these factors can significantly increase the self-efficacy and resilience of these teachers, strengthen their emotional bonds with their jobs, and reduce the likelihood of these teachers developing negative job-related emotions such as loneliness, isolation, or frustration. On the other hand, because a significant portion of teachers' negative feelings stem from their perceptions of their working conditions (Fierro-Suero et al., 2022), factors such as creating a supportive work environment that can provide an appropriate context for teachers' basic needs to be met will prevent the formation of negative feelings and emotions. In this regard, Muehlbacher et al (2024) believe that individual factors such as psychological needs are of particular importance in developing emotion regulation strategies that focus on developing positive emotions and reducing negative emotions. Accordingly, emotion regulation strategies that are tailored to teachers' psychological needs can help them better understand their emotional triggers and develop healthier coping mechanisms. This self-awareness allows physical education teachers to recognize when they are experiencing distress or frustration and take preventive measures to regulate their negative emotions before they escalate, which will lead to more constructive and positive classroom interactions.

The results also revealed a significant positive relationship between the fulfillment of basic psychological needs and life satisfaction among primary school physical education teachers, aligning with the findings of Fernet et al. (2023). With the increasing importance of teachers in the success of educational systems, attention to job satisfaction and their satisfaction with their lives has become particularly important; because it is believed that job satisfaction and life satisfaction have a reciprocal relationship in which each affects and strengthens the other (Huić et al., 2024). For example, teachers who achieve high levels of life satisfaction show greater motivation, vitality, and enthusiasm in the workplace, which has a positive effect on the quality and performance of their teaching. In addition, satisfied teachers are more likely to remain in the profession, reduce turnover rates, and ensure continuity of education (Maas et al., 2022). In general, prioritizing teachers' life satisfaction is essential for the well-being of teachers as well as the success of educational systems. There are many factors that can affect teachers' job satisfaction, one of the most important of which is the fulfillment of their job needs in their workplace. Basic needs have a significant impact on teachers' life satisfaction. When teachers meet their basic needs, such as access to resources, support from colleagues, and a safe work environment, they are more likely to feel fulfilled and at peace in their careers (Vermote et al., 2023). Furthermore, the sense of satisfaction gained from meeting basic psychological needs in the workplace allows physical education teachers to have a positive attitude towards their job, experience greater peace and stability in the workplace, seek more opportunities for skill development, career advancement, and professional growth, and increase their self-efficacy, which will result in career success. Finally, in an inter-context transition, the development of individual skills and capabilities in the job, as well as a sense of success, can be transferred to their personal lives and increase physical education teachers' life satisfaction.

This study found a significant positive link between the fulfillment of basic psychological needs and life satisfaction among elementary school PE teachers, with positive emotions in the classroom serving as a key mediator that this finding aligns with previous research by Fierro-Suero et al. (2022). When individuals meet their basic psychological needs, they are more likely to experience positive emotions (Guo & Xu, 2024). For instance, satisfying the need for autonomy reduces external pressures to behave in specific ways, which can enhance feelings of happiness and overall satisfaction. When the need for competence is fulfilled, individuals develop a sense of mastery in navigating their environment. This mastery fosters positive experiences like self-confidence, self-efficacy, and heightened energy. Similarly, meeting the need for relatedness helps teachers build strong social connections with colleagues, enhancing their emotional well-being. These positive emotions can extend beyond the classroom, influencing other areas of life—such as personal relationships—in cross-cultural contexts. On the other hand, the relationship between basic psychological needs fulfillment and life satisfaction, as explained by the Broaden and Build theory, is consistent with the notion that positive emotions act as a mediating factor. According to this theory, when physical education teachers are able to fulfill their basic psychological needs in their work environment, they are more likely to experience increased positive emotional states. These positive emotions act as catalysts that enable physical education teachers to build and expand their psychological resources, which include critical traits such as resilience to stress, creative thinking, and effective problem-solving abilities. These resources not only enhance their performance in the work environment, but also spill over into other areas of life, thereby improving overall life satisfaction. Ultimately, these positive experiences create a self-reinforcing cycle that links and enhances physical education teachers’ job satisfaction and life satisfaction.

Finally, the results of this study confirmed the negative and significant relationship between the basic psychological needs and life satisfaction of elementary school physical education teachers with the mediating role of negative emotions in the classroom, that this finding align with previous research by Fierro-Suero et al. (2022). Teachers, like other humans, may experience negative experiences, feelings, and emotions in various situations, including the workplace. In general, negative emotions can have a significant impact on teachers' job performance and overall well-being (Muehlbacher et al., 2024). When teachers experience negative emotions such as stress, frustration, or burnout, this can affect their ability to effectively manage their classrooms, interact with students, and collaborate with colleagues. These emotions can also lead to decreased job satisfaction, increased absenteeism, and even burnout. It is important for schools and educational institutions to support teachers in managing and coping with negative emotions through resources, training, and a positive work environment to ensure their well-being and effectiveness in their roles (Maas et al., 2022). Creating a suitable working environment in which teachers can satisfy their basic needs is a beneficial strategy for effective emotion management. Accordingly, by satisfying teachers' basic needs in the workplace, their positive psychological energy, adaptability, and psychological ownership increase, which are beneficial for developing their psychological capacity. Developing the psychological capacity necessary for managing emotions and feelings helps teachers to use appropriate coping strategies to reduce negative emotions not only in the workplace but also in everyday life. On the other hand, satisfying psychological needs helps teachers to experience a greater sense of agency. Teachers with a high sense of agency have a proactive attitude, which helps them increase their emotional stability and effectively deal with difficult situations. Acquiring such skills and capabilities over time allows teachers to use their abilities outside the workplace, such as in their personal lives, which can increase their life satisfaction.

Conclusion

Considering the findings of this study, it can be concluded that meeting the basic psychological needs of PE teachers can reduce their negative emotions and increase positive emotions, which will lead to increased life satisfaction. Accordingly, create flexibility in physical education lesson plans by school principals and grant more job autonomy to physical education teachers in accordance with their individual capabilities and the requirements of their working conditions, provide feedback on the educational performance of physical education teachers in order to make them aware of their strengths and weaknesses, encourage school principals to create a friendly and supportive work environment in schools where physical education teachers can communicate with other teachers and participate in school decision-making, create regular opportunities for physical education teachers to update their skills and learn new educational strategies by school principals, encourage school principals to regularly assess the job emotions and feelings of physical education teachers, hold training courses to increase the ability to manage emotions and feelings for physical education teachers by school principals, and encourage physical education teachers to share their positive emotions and feelings with colleagues in the workplace are suggested. Like other research, the present study also has limitations. The cross-sectional nature of the research, the existence of common method variance due to data collection only from physical education teachers, measurement bias (such as providing incorrect or misleading answers by research participants), the selection of physical education teachers from elementary schools in Golestan province as the statistical population, and the use of a self-report questionnaire to assess positive and negative emotions of physical education teachers can be considered as limitations of this study. For future research, use longitudinal studies to examine how changes in the fulfillment of basic psychological needs occur over time and its consequences, examine the role of other moderating variables such as work-life balance in the relationship between psychological needs and life satisfaction of physical education teachers, and to use qualitative research to identify other consequences of the fulfillment of basic psychological needs of physical education teachers are suggested.

Acknowledgments

The authors express their gratitude to all the physical education teachers who collaborated in this study.

Conflicts of Interest

There is no conflict of interest.

Funding

The authors have used their personal financial resources for this research