Objective: The aim of the present study was to develop a causal model of job satisfaction based on perceived social support and family emotional climate, with the mediating role of cognitive adjustment among physical education teachers.

Methods: This research was applied in terms of purpose and descriptive-correlational in terms of method. The statistical population consisted of all physical education teachers working in non-profit schools in Tehran. From these, a sample of 336 teachers (134 women and 202 men) was selected using random cluster sampling from the eight districts of Tehran. The research instruments included the Ashourinejad Job Satisfaction Questionnaire, the Multidimensional Scale of Perceived Social Support, the Hillburn Family Emotional Climate Questionnaire and the Weinberger Adjustment Inventory. Data were analyzed using structural equation modeling with SPSS and Amos version 23.

Results: The findings indicated that the proposed causal model had an acceptable fit. Perceived social support (from family, friends, and significant others) and dimensions of family emotional climate (affection, nurturance, affirmation, shared experiences, trust, and security) had a direct and indirect positive and significant effect on job satisfaction through cognitive adjustment. However, gift-giving and encouragement did not show a significant mediating role.

Conclusion: It is concluded that cognitive adjustment plays an important mediating role in the relationship between perceived social support and family emotional climate with job satisfaction among physical education teachers in non-profit schools. Strengthening social support and a positive family emotional climate through cognitive skills training can lead to increased job satisfaction in these teachers.