Thriving at Work: The Effect of Psychological Capital on Teachers Burnout Symptoms

Abstract

Besides thriving primary school teachers' performance, we hypothesized that whether teachers' burnout at the workplace can be reversed through psychological capital or what type of relationship exists between them. Quantitative data were gathered from 1005 participants. All the respondents were associated with primary schools located in 4 districts of the Punjab province. The data collection was done through a questionnaire and inventory. The finding explained that participants' psychological capital is negatively associated with burnout frequency and burnout intensity. This strong negative relationship of psychological capital is greater with burnout intensity (r = -.537). It is estimated that teachers' psychological capital significantly has a predictive effect on burnout. It is difficult for educational trainers to gauge the high level of psychological capital. Therefore, an authentic scientific watch of burnout symptoms among teachers is recommended. This scrutiny may lead trainers and educationists to develop methods of raising psychological money after shortlisting them.

Workload To Individual Performance: Mediation Effect Of Burnout And Moderation Effect Of Psychological Capital

“…Rehman et al, (2017) burnout berhubungan secara signifikan dengan kinerja dan PsyCap memoderasi hubungan ini karena mengurangi dampak buruk burnout. Berbeda dari hasil yang dilakukan Bolelli & Ekizler, (2022) menghasilkan bahwa PsyCap positif memoderasi hubungan antara burnout dan hasil kinerja serta penelitian dari (Anjum & Shahzad, 2020) dan (Azkiati Z et al, 2019) Efektivitas kerja, kedisiplinan karyawan, dan kemampuan atau kapasitas karyawan adalah beberapa faktor yang dapat meningkatkan kinerja karyawan. Semua faktor ini akan menyebabkan kinerja karyawan yang baik.…”

Impact of perceived social support and psychological capital on university students’ academic success: testing the role of academic adjustment as a moderator

“…These multidimensional changes influence their well-being, university adjustment, and adaptation. Adult students are found to be inspirational, competitive, experimental, and vigour in universities [ 1 , 2 ]. This phenomenon regarding students’ academic achievements, personal fulfilment, behavioural, and psychological aspects gained much attention at the global level [ 3 , 4 ] As universities play an important role in achieving overall development.…”

“…Academic excellencies are considered as predictors and promoters of individuals’ academic achievements. And there is significant and strong correlation between academic achievements and psychological capital [ 17 ].…”