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Original Research
Psychological capital, subjective well-being, burnout and job satisfaction amongst educators in the Umlazi region in South Africa
SA Journal of Human Resource Management | Vol 13, No 1 | a621 |
DOI: https://doi.org/10.4102/sajhrm.v13i1.621
| © 2015 Andrea Hansen, Johanna H. Buitendach, Herbert Kanengoni
| This work is licensed under CC Attribution 4.0
Submitted: 13 January 2014 | Published: 16 September 2015
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
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Abstract
Orientation: Challenges faced by educators in South Africa are increasing due to their working conditions, which in turn affects the educators’ enthusiasm towards their jobs. Change will likely be witnessed when educators are able to attain a positive and rewarding life, develop and flourish as individuals.
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.
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.
Keywords
burnout; job resources; positive capacities; psychological capital; educators; subjective well-being
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