Exploring the Effect of Positive Psychological Capital, Organizational Commitment, and Job Satisfaction on the Psychological Well-being of School Teachers

Description

Punam Jyoti Mondal, Ashish Chakraborty, and Prasanta Paramanik (Department of Psychology, Sidho Kanho Birsha University, Purulia, West Bengal)

School teachers are the bedrock of society. Teachers act as role models who empower youth to become responsible, productive, and empathetic members of society. Taking good care of the psychological health of teachers is thus very important. Thus, this study took an initiative to explore the effect of positive psychological capital, organizational commitment, and Job satisfaction on psychological well-being among school teachers. The sample consists of 100 teachers of both genders (Male= 55; Females= 45) aged between 25 and 60 years, residing in the Purulia district, West Bengal. The Psychological Capital Questionnaire (PCQ-24) developed by Luthans et al. (2007), the Organizational Commitment Scale developed by Dhar et al. (2002), the Overall Job Satisfaction Scale developed by Brayfield and Rothe (1951), and the Psychological Well-being Scale (PWB) developed by Ryff (1989) were administered. After scoring, the mean, standard deviation, t-test, Pearson product-moment correlation, and Regression analysis were computed. The analysis revealed a significant difference in organizational commitment, with a higher perception among male teachers. A significant correlation was found between positive psychological capital, job satisfaction, and psychological well-being. Results also showed that job satisfaction plays an important role in the sound psychological well-being of the school teachers.