Psychological Safety and Work Engagement of Senior High School Teachers: Moderating Role of Psychological Flexibility

Dramanu, Bakari Yusuf; Milledzi, Eugene Yaw; Asamani, Lebbaeus

doi:10.19044/ejes.v7no3a2

Cited by 6 publications

(6 citation statements)

References 16 publications

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“…It also, recorded low significant relationship between the two variables. Recent studies in the field of mental health or positive psychology have shown that leader optimism influences followers' job engagement, creativity/ innovative behaviours (Dramanu, Milledzi & Asamani 2020). This result of positive relationship of leader optimism influencing followers' job commitment is in conformity with the findings of Imhangbe and Obozuwa (2018) that found a positive relationship between principals' leadership style and teachers' job performance in Edo senatorial District.…”

Section: Discussionsupporting

confidence: 85%

“…This implies that the teacher is disposed to freely air his views on issues concerning the school without being victimized by the authority. A number of scholars have linked psychological safety to employees work engagement (Dramanu, Milledzi & Asamani 2020), employees' sense of job insecurity and work place fun and voice behaviour (Yuan and Wang, 2016). These studies suggest that psychological safety has the potential of affecting employee job performance.…”

Section: Introductionmentioning

confidence: 99%

“…Research shows that how teachers (followers) perceive their leaders show of optimism or pessimism in the face of crises or insecurity impact their own psychological disposition. Recent studies in the field of mental health or positive psychology have shown that leader optimism influences followers' job engagement, creativity/ innovative behaviours (Dramanu, Milledzi & Asamani 2020) and voice behaviour (Yuan and Wang, 2016). However, no known study to the researchers has examined this variable in relation to teacher performance.…”

Section: Introductionmentioning

confidence: 99%

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Principals’ Optimism, Teachers’ Psychological Safety and Job Performance in Secondary Schools of Enugu State, Nigeria

Ogbo¹,

Obiekwe²,

Okorji³

2023

BJMAS

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Leader optimism is a resource that have been shown to impact a leader’s capacity to positively influence followers towards successful job performance even in the face of crisis or insecurity. This study investigated the relationship between principals’ optimism, teachers’ psychological safety and job performance in Awgu Education Zone of Enugu State. Three null hypotheses were tested at 0.05 level of significance. A correlational research design was employed using a sample of 250 teachers drawn through simple random sampling method. Principals’ optimism in insecurity, teachers’ psychological safety and job performance were measured using scales adapted from previous studies with reliability indices ranging from 0.71 to 0.83. The data analyzed using Pearson Product Moment Correlation revealed that there was a moderate negative relationship between principals’ optimism and teachers’ psychological safety and a positive relationship between teachers’ psychological safety and teachers’ job performance. The findings imply that the display of optimism by school principals in the context of the current state of insecurity in the country can dampen teachers’ sense of psychological safety thereby impede on the performance of their teaching responsibilities. Based on the findings, it was recommended among other things that mechanisms to boost optimism among principals such as counselling by psychologists, organization of workshops for fostering principals’ optimism and creating awareness training campaign to be organized by the schools’ governing boards and Post-Primary Schools Management Board on school leaders’ optimism.

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Section: Discussionsupporting

confidence: 85%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Principals’ Optimism, Teachers’ Psychological Safety and Job Performance in Secondary Schools of Enugu State, Nigeria

Ogbo¹,

Obiekwe²,

Okorji³

2023

BJMAS

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“…The outcomes examined here only include those available to us through existing survey data, and although they include relevant constructs that hold interesting relationships to psychological safety, based on theory and prior empirical work, there are other crucial outcomes to consider. These include job demands, such as task conflict (Gerlach & Gockel, 2018), and motivational factors such as work engagement (Dramanu et al, 2020) and innovation (Chen et al, 2022), for which we may expect to see similar associations by level of psychological safety. Although it was not available in the present data, staff retention is a particularly important outcome in education, given not only the organizational impact of workforce shortage, but also the burden that hiring creates for school administrators.…”

Section: Discussionmentioning

confidence: 99%

Psychological safety among K‐12 educators: Patterns over time, and associations with staff well‐being and organizational context

Fleming,

Calvert,

Turner

2024

Psychology in the Schools

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Psychological safety is a psychosocial construct that reflects an individual's perception of social risk in the work environment, and is related to employee performance and well‐being, including job satisfaction and burnout. Psychological safety remains relatively understudied among educators, including its patterns over time and relationships with other aspects of the school environment. This study explored patterns of psychological safety over 4 years among 769 staff at 20 rural K‐12 schools, before and during the COVID‐19 pandemic, and the associations of these patterns with work‐associated well‐being and organizational context outcomes. Repeated measures latent profile analyses identified a 3‐class solution of stable‐high (51.0%), stable‐medium (44.8%), and dynamic‐low (4.2%) psychological safety classes. Those in the stable‐high class had consistently better outcomes, including less burnout and greater self‐efficacy, and better perceived organizational context and climate, compared to other classes. Among educators, psychological safety is generally stable, and reliably differentiates other important outcomes. Interventions fostering greater psychological safety may improve perceptions of the school environment and reduce burnout.

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“…Various studies have analyzed the relationship between teachers' psychological adaptability and work engagement. Dramanu ( 2020 ) conceptualized psychological adaptability as psychological flexibility and found it has a significant relationship with work engagement. Psychological adaptability, which also implies a teacher's emotional state and optimism during unfavorable work conditions, was found to correlate with self-efficacy and work engagement (Dong and Xu, 2022 ).…”

Section: Literature Review and Hypothesesmentioning

confidence: 99%

Relationship between psychological adaptability and work engagement of college teachers within smart teaching environments: the mediating role of digital information literacy self-efficacy

Fan

Zheng

et al. 2023

Front. Psychol.

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IntroductionIntegrating the Internet and traditional teaching has enriched teaching resources and methods and introduced many advanced digital media. The smart teaching process is influenced by teachers' psychological adaptability, which can be affected by teachers' work engagement. However, the relationship between the two has not received sufficient attention in the literature. This study aims to analyze the relationship between college teachers' psychological adaptability and work engagement in a smart teaching environment.MethodsApplying structural equation modeling (SEM) to a sample of 373 front-line teachers, this study focuses on the mediating effect of digital information literacy self-efficacy on the relationship between teachers' psychological adaptability and work engagement.ResultsThe results show that the four dimensions of college teachers' psychological adaptability strongly influence work engagement and digital information literacy self-efficacy. In particular, teachers' psychological adaptability and work engagement are positively correlated; teachers' self-efficacy can positively affect the three dimensions of their work engagement, and teachers' psychological adaptability can positively affect their digital information literacy self-efficacy.ConclusionThe above results can serve as a basis for the development and improvement of the training of college teachers and the implementation of smart teaching. The study findings highlight the importance of training teachers on information technology teaching and implementing measures to enhance teachers' digital information literacy self-efficacy. Training should focus on the knowledge and skills of teachers using information technology teaching and increase the practical links of teachers using information technology teaching.

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Psychological Safety and Work Engagement of Senior High School Teachers: Moderating Role of Psychological Flexibility

Cited by 6 publications

References 16 publications

Principals’ Optimism, Teachers’ Psychological Safety and Job Performance in Secondary Schools of Enugu State, Nigeria

Principals’ Optimism, Teachers’ Psychological Safety and Job Performance in Secondary Schools of Enugu State, Nigeria

Psychological safety among K‐12 educators: Patterns over time, and associations with staff well‐being and organizational context

Relationship between psychological adaptability and work engagement of college teachers within smart teaching environments: the mediating role of digital information literacy self-efficacy

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