Exploring Relationship Between Psychological-Capital and Organizational Support in Educational Perspective
Keywords:
Psychological Capital (PsyCap), Organizational Support (OS), Work Engagement (WE)Abstract
This study explores the relationship between Psychological Capital (PsyCap), Organizational Support (OS), and Work Engagement (WE) among secondary school teachers. Focusing on educators in Mirpur Division, Azad Jammu and Kashmir, the research sought to examine whether PsyCap significantly influences WE, with Organizational Support as a potential mediator. A sample of 484 teachers was surveyed, with 57.9% from rural schools, 78% holding Master's degrees, and the majority aged between 31 and 40 years. The findings revealed a significant positive correlation between PsyCap and WE, with a correlation coefficient of 0.514 and a p-value of 0.000. This strong statistical relationship suggests that teachers with higher PsyCap exhibit greater engagement in their work. Furthermore, the analysis of demographic variables—age, teaching experience, and qualifications—revealed no significant differences in PsyCap and WE based on these factors (H03). Regression analysis indicated that approximately 26.4% of the variability in WE can be attributed to PsyCap. Notably, Organizational Support was found to be a partial mediator in the PsyCap-WE relationship. These findings reject the null hypothesis (H01), highlighting the pivotal role of Psychological Capital in enhancing teachers' work engagement. The study’s implications suggest that educational institutions and policymakers should prioritize fostering PsyCap to improve overall teacher engagement and performance. It is recommended that educational institutions invest in developing Psychological Capital (PC) through targeted training and support programs while enhancing Work Engagement (WE) by fostering a supportive and rewarding work culture for teachers.
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