Antecedents of Psychological Capital and Its Consequences on Affective Commitment and Psychological Wellbeing

Title

Antecedents of Psychological Capital and Its Consequences on Affective Commitment and Psychological Wellbeing

Creator

Clarence, Mukti

Contributor

P D, Viju

Description

Jharkhand Education Board stakeholders face the problem of dealing with the educational environment, thereby escalating a teacher's morale. To address this situation, a positive mindset in education, particularly among teachers, is desirable. Hence, based on positive psychology discipline resource theory conservation, and broaden and build theory, the study was carried out using a sequential explanatory mixed-method study design. The research questions addressed in the study were as follows: To what extent can the categories of proactive personality, emotional intelligence, servant leadership, and perceived organizational support predict PsyCap of teachers? To what extent will PsyCap predict the categories of affective commitment and psychological wellbeing? We considered both quantitative and qualitative methods; hence, this study had two phases. In the first phase, the data was gathered from 900 teachers using the survey instruments. The statistical analyses performed were Confirmatory Factor Analysis and Structural Equation Modeling with the software SPSS 20.0 and AMOS 20.0. For teachers of rural Jharkhand, the study found that psychological capital has three dimensions. Besides proactive personality, emotional intelligence, and servant leadership also impact psychological capital. Further, psychological capital affects affective commitment and psychological wellbeing. In the second phase, this study examined the way and the reason behind the functioning of the antecedents of psychological capital using qualitative content analysis. The results offered a comprehensive understanding and identification of the antecedents that form rural teachers' psychological capital. Implications of the research include recommendations for recruiting teachers with higher levels of psychological capital and professional development through in-service teachers' training with a specific focus on psychological capital.

Source

Author's Submission

Date

2021-01-01

Publisher

Christ(Deemed to be University)

Subject

Psychology

Rights

Open Access

Relation

61000247

Format

PDF

Language

English

Type

PhD

Identifier

http://hdl.handle.net/10603/523166