<![CDATA[Teachers’ career development has become increasingly important in contemporary educational systems due to growing professional demands and institutional transformation. Drawing upon Holland’s RIASEC theory and person–environment fit perspectives, this study examined the relationship between vocational interest congruence and teachers’ career development through the mediating role of job satisfaction and the moderating role of organizational support. A quantitative cross-sectional design was employed involving 412 secondary school teachers from public and private educational institutions. Data were collected using standardized self-report instruments and analyzed using structural equation modeling and PROCESS Macro Model 14. The results indicated that vocational interest congruence positively predicted teachers’ career development both directly and indirectly through job satisfaction. Teachers who perceived stronger alignment between their vocational interests and professional roles reported higher levels of job satisfaction, which subsequently enhanced professional career growth. Furthermore, organizational support significantly moderated the relationship between job satisfaction and career development, such that the positive effect became stronger under conditions of high organizational support. The moderated mediation analysis further demonstrated that the indirect effect of vocational interest congruence on career development through job satisfaction was substantially stronger among teachers perceiving greater institutional support. The study extends Holland’s RIASEC theory by demonstrating that teachers’ career development emerges through interactions between vocational alignment, psychological experiences, and organizational conditions. Practically, the findings highlight the importance of aligning teachers’ vocational characteristics with supportive institutional environments to promote sustainable professional development.]]>
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