Original Research
Psychological capital, subjective well-being, burnout and job satisfaction amongst educators in the Umlazi region in South Africa
Submitted: 13 January 2014 | Published: 16 September 2015
About the author(s)
Andrea Hansen, Department of Psychology, University of Kwa-Zulu Natal, Howard College Campus, South AfricaJohanna H. Buitendach, Department of Psychology, University of Kwa-Zulu Natal, Howard College Campus, South Africa
Herbert Kanengoni, Department of Industrial Psychology, University of the Free State, QwaQwa Campus, South Africa
Abstract
Research purpose: This study sought to investigate the relationship between psychological capital (PsyCap), subjective well-being, burnout and job satisfaction and to explore whether PsyCap mediates the relationship between subjective well-being and burnout.
Motivation for the study: The study is premised on the fact that enhancing the positive attributes and strengths of educators can have a positive impact not only on their performance and commitment, but also on the satisfaction of students.
Research approach, design and method: This cross-sectional study used a biographical questionnaire, PsyCap questionnaire, satisfaction with life scale, burnout inventory and Minnesota job satisfaction questionnaire to collect data from 103 educators.
Main findings: Findings indicated statistically significant relationships between PsyCap, subjective well-being, burnout and job satisfaction. PsyCap was found to mediate the relationship between subjective well-being and burnout.
Managerial implications: PsyCap mediates the relationship between subjective well-being and burnout. Organisations can minimise burnout through the enhancement of positive capacities inherent in PsyCap and the aiding potential of subjective well-being.
Contribution/value-add: The findings highlighted the aiding potential of subjective wellbeing as well as the possible resources PsyCap, subjective well-being and job satisfaction can provide in times of distress.
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