In this study, we integrate two careers-related literatures-callings research and mentoring research-by examining how mentoring relationships might help close the gap between people's perception of a calling and actually living out their calling. Drawing on work as calling theory (WCT; Duffy, Dik, Douglass, England, & Velez, 2018) as a framework, our results first revealed that, consistent with previous research, perceiving a calling is an important antecedent to living a calling. However, in our sample of 129 U.S. teachers, results further showed that the relationship between perceiving a calling and living a calling is stronger for those with a mentor in their profession. We additionally extend WCT by examining both positive and potentially negative outcomes associated with living a calling, focusing on stress-related outcomes. Our findings revealed that, in addition to reporting higher levels of job satisfaction and work engagement, those who were living their calling experienced lower rates of stress-related absenteeism and reported fewer somatic complaints than those who did not believe they were living their calling. In sum, this study is unique in its integration of two focal careers-related literatures, and it provides practical implications for professionals, counselors, educators, and organizations.
Public Significance StatementFindings from this study suggest that mentoring relationships can increase the likelihood that individuals will be able to translate a perceived calling into actually living out their calling. Career counselors might use this knowledge to help individuals overcome the barriers to living out a calling; and in turn, allow them to experience the benefits associated with living a calling at work such as greater job satisfaction and work engagement, along with reduced strain and absenteeism.