Investigation of the Relationship Between Psychological Capital Perception, Psychological Well-Being and Job Satisfaction of Teachers

Abstract

The aim of this research is to determine the relationship between psychological capital, psychological well-being and job satisfaction of teachers. The research is a descriptive study in relational screening model. The research model includes three variables; one independent variable (psychological capital) and other two dependent variables (job satisfaction and psychological well-being). In the structural model, job satisfaction variable may also be expressed as mediator variable. The study population consists of 12714 teachers working in official secondary schools in seven central districts in Ankara Province in 2017-2018 academic year. Sample of the population is selected by multi-stage sampling method. Stratified sampling method is used in the first stage and simple random sampling method is used in the second stage. Sample size is calculated as at least 384 teachers. In the research, Psychological Capital Scale developed by Luthans, Youssef & Avolio (2007b); Minnesota Satisfaction Questionnaire developed by Weiss, Dawis, Lofquist & England (1967) and Psychological Well-Being Scale developed by Ryff (1989) were used as data collection tools. Scales which are pre-implemented within the scope of the research yielded valid and reliable results. Data analysis was done with SPSS 23.0 and LISREL 8.87 statistics software packages. According to the results obtained from the research, it was determined that teachers’ psychological capital perception was “good” and their job satisfaction and psychological well-being are “high”. According to the results of the analysis by means of structural equality modelling, it was determined that teachers’ psychological capital perception affects their job satisfaction and psychological well-being levels positively and predicts them significantly; and it was also determined that job satisfaction has a partial mediator role in the relationship between teachers’ psychological capital perception and their psychological well-being.

Psychological Capital and Burnout in Teachers: The Mediating Role of Flourishing

“…The effect of PsyCap on flourishing was positive, indicating that the availability of high levels of efficacy, optimism, hope, and resilience in teaching is related to experiencing high levels of hedonic and eudaimonic well-being. This finding seems to align with recent research focused on teacher well-being [ 31 , 32 ], underlining the significant contribution of PsyCap as a personal resource that enhances the lives of teachers, not only in terms of satisfaction, pleasure, and enjoyment, but also as a means of attaining high levels of personal excellence, as other studies have concluded [ 34 , 35 , 36 , 37 ]. In addition, the positive effect of PsyCap on flourishing would confirm, along the lines laid out by the JD-R model [ 39 ], the significant contribution made by personal resources to well-being in occupational settings.…”

“…In a longitudinal study with university teachers, Li [ 36 ] found that PsyCap was a long-term predictor (both directly and indirectly, via meaning in life) of psychological well-being, which is self-acceptance, positive relationships with others, autonomy, environmental mastery, purpose in life, and personal growth. Kurt and Demirbolat [ 37 ] concluded that PsyCap directly, and indirectly (via job satisfaction), improved eudaimonic well-being in secondary-school teachers.…”

The Level of Psychological Capital in Chinese University Efl Lecturers

“…In Chinese high education context, this result is inconsistency with the previous findings by Kurt and Demirbolat (2019), who got the result, is that psychological capital of teachers in Turkey is moderate level and four dimensions of psychological capital are all medium levels. Additionally, Shen et al (2014) revealed that Chinese university teacher to have a moderate level of psychological capital in the capital of Liaoning province in Northeast China.…”

Öğretmenleri̇n Psi̇koloji̇k Sermaye Ve Örgütsel Stres Kaynaklarinin Bazi Deği̇şkenlere Göre İncelenmesi̇

“…Öğretmenlerin sırasıyla en yüksek umut ve öz-yeterlik; en az düzeyde ise iyimserlik ve psikolojik dayanıklık algısına sahip oldukları bulunmuştur. Bu bulgu (Abbas vd., 2012;Avey vd., 2009;Bahadır, 2018;Bergheim vd., 2013;Büyükgöze & Kavak, 2017;Çakmak & Arabacı, 2017;İşçimen, 2019;Kabasin, 2019;Kelekçi, 2015;Kurt & Demirbolat, 2018;Ocak vd., 2016;Töremen & Demir, 2016;Tösten & Özgan, 2017) araştırma bulguları ile paralellik göstermektedir. Araştırma sonuçlarından farklı olarak öğretmenlerin en yüksek öz-yeterlik ve psikolojik dayanıklık, en az ise iyimserlik puan ortalamasına sahip olduğu tespit edilmiştir (Altınkurt vd., 2015).…”