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Title INTERRELATIONSHIP OF PSYCHOLOGICAL CAPITAL, WORKPLACE FLOURISHING AND ORGANIZATIONAL PSYCHOLOGICAL OWNERSHIP: A STUDY OF COLLEGE TEACHERS

Author(s) Samra Afzal

Abstract Present research was carried out to identify the interrelationship of psychological capital, workplace flourishing and organizational psychological ownership of collage teachers. Main objectives of study were to determine relationship between psychological capital and workplace flourishing of college teachers, assess relationship between psychological capital and organizational psychological ownership of college teachers and investigate relationship between organizational psychological ownership and workplace flourishing of college teachers. Moreover, further analysis was carried out to analyze the differences in psychological capital, workplace flourishing and organizational psychological ownership of college teachers in different groups based on their gender, participation in faculty development programs, nature of job, job positions/title and age. Present research followed the quantitative research approach with correlational research design. The stratified random sampling technique was used, and data were collected from each stratum of men teachers and women teachers. 511 teachers working in public colleges of Islamabad constituted the sample of study. Psychological capital of college teachers was assessed by scale CPC-12 developed by Lorenz et al. (2016). Workplace flourishing of college teachers was assessed by Workplace Flourishing Scale develop by Kern (2014) and organizational psychological ownership scale was developed by Brown, Pierce and Crossley (2014). Findings revealed that college teachers were owning higher level of psychological capital/resources, flourishing/functioning and organizational psychological ownership at their workplaces. Moreover, in workplace flourishing elements, normal functioning was found in engagement, and relationship. Findings also revealed that relationship was found between psychological capital, workplace flourishing, and organizational psychological ownership of college teachers and all variables increases or decreases with each other. Additionally, gender and job positions/titles were not the reason of change (high and low level) in teachers’ psychological capital, workplace flourishing and organizational psychological ownership levels. Likewise, faculty development program/workshops did not bring change in level of teachers’ psychological capital and organizational psychological ownership while participation of teachers in faculty development program/workshops enhanced the vi teachers’ workplace flourishing. Furthermore, psychological capital and workplace flourishing was high in young teachers while organizational psychological ownership level was found high in middle-aged teachers. It is recommended that Federal Directorate of Education (FDE) may introduce trainings and workshops related to psychological capital, workplace flourishing and organizational psychological ownership for colleges teachers irrespective of nature of job and age groups.

Type Thesis/Dissertation PhD

Faculty Social Sciences

Department Education

Language English

Publication Date 2021-06-24

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