Impact of psychological capital on occupational burnout and performance of faculty members

Abstract

Purpose The purpose of this paper is to examine the impact and interrelation between positive psychological capital and occupational burnout among faculty associates of technical and professional training institutions. Design/methodology/approach In total, 282 faculty members from 17 technical institutions were selected from the province of Punjab, Pakistan. Results were drawn using bivariate correlation and linear regression on the data that were collected through adopted questionnaire. Findings Results of the study revealed that occupational burnout is significantly related to the performance of the faculty of technical institutes and that psychological capital moderates this relationship. Practical implications Conclusions from this research suggested that the personality trait of a psychological capital is an essential determinant of job burnout and performance among faculty members; therefore, it must be considered as an essential part of the selection criteria and job-assessment process. This is important, since psychological capital reduces the detrimental impact of occupational burnout on performance outcomes. Further the faculty members with higher psychological capital should be retained to create positive work environment which can be an inspiration for others. Originality/value The research provides important information about the impact of personality traits upon the performance of a faculty member who joins an educational institution coming from an industrial environment. Although having similar technological skills required for the position, still the effects of a new environment can cause performance issues, the research insisted that positive personality traits like psychological capital can help in gaining required confidence to perform in a changed environment.

A model of attitudinal outcomes of teachers' psychological capital

“…Salam (2017) also found that teachers who have psychological capital can more easily develop job satisfaction due to their positive thoughts and mental resources embedded in psychological capital might make them more resistant to the development of intent to leave. As Pu et al (2017) and Rehman et al (2017) found, psychological capital strengthens teachers against the negative effects of various experiences at work. Teachers who have lower levels of psychological capital may be more vulnerable to negative effects of various experiences at work that can damage their job satisfaction and organizational commitment levels.…”

“…There are many studies consistently showing that psychological capital is positively related to in-role and extra-role performance and positive attitudes (job satisfaction, organizational commitment, and psychological well-being), while it is negatively related to misbehaviors and negative attitudes (intent to leave, cynicism, work stress, and anxiety) (Avey et al, 2011;Luthans & Youssef-Morgan, 2017). More specifically, related research showed a negative relationship between psychological capital and negative attitudes such as stress (Bradley, 2014), anxiety (Liu et al, 2013), intent to leave (Tüzün, Çetin & Basım 2014), and burnout (Pu, Hou, Ma, & Sang, 2017;Rehman, Qingren, Latif, & Iqbal, 2017;Wang, Chang, Fu, & Wang, 2012); and a positive relationship between psychological capital and positive attitudes such as job satisfaction (Akçay, 2012;Erkuş & Fındıklı, 2013;Çetin & Basım, 2011;Kaplan & Biçkes, 2013;Luthans & Youssef, 2004;Schulz et al, 2014), job involvement (Yüksel & Akdağ, 2011), organizational commitment (Dirzyte, Patapas, Smalskys, & Udaviciute, 2013), and motivation (Mortazavi, Yazdi, & Amini, 2012).…”

The Influence of Emotional Intelligence on Job Burnout and Job Performance: Mediating Effect of Psychological Capital

“…Second, the results showed that there is a significant negative correlation between the overall psychological capital and involuntary absenteeism. In addition, Rehman' s study on teachers' job burnout showed that teachers' positive psychological capital has a significant impact on eliminating job burnout and improving job performance (Rehman et al, 2017).…”

Teacher Profiles of Psychological Capital and Their Relationship with Burnout

“…This would allow the identification of groups of teachers who are vulnerable to a greater or lesser degree. Based on the work reviewed, which, from a variable-centered focus, has examined the relationship between psychological capital and burnout in teachers [31,[36][37][38][39], we hypothesize that the profile with low levels of psychological capital (in the four components) will have higher scores for burnout, and in contrast, the profile with high psychological capital (high scores in the four components) will have the lowest indexes of burnout.…”