Impact of positive ship on workplace flourishing of College Faculty in Islamabad
Keywords:
positive leadership, workplace flourishing, faculty well-being, higher education, intrinsic motivation, academic leadership, organizational performanceAbstract
The research examines how positive leadership behaviors affect workplace flourishing among college faculty while highlighting the essential element of developing workplace support and empowerment in educational institutions. Leadership quality fulfilled with optimism alongside ethical conduct along with emotional intelligence acts as an essential force which shapes faculty member well-being and work satisfaction alongside productivity levels. Positive organizational behavior and self-determination theory serve as theoretical bases for understanding how positive leadership practices guide faculty flourishing across emotional domains and work engagement and individual development. The study implemented a blend of quantitative survey methodologies with qualitative interviews to collect data from multiple college faculty of twin cities specializing in various fields. Research shows that workplace flourishing improves when leaders maintain positive leadership approaches because these approaches strengthen psychology safety in addition to building collaboration and growth opportunities for employees. Multiple aspects of leader behaviors which focus on achievement recognition along with open communication and feedback delivery have demonstrated significant links to faculty work wellness. Both personal and professional success of faculty members improves when intrinsic motivation serves as a mediator between supportive leadership practices and increased feelings of respect. Model colleges add educational institutions need to create priority development programs for positive leadership competencies because of this study's findings. The institutions improve faculty satisfaction and decrease burnout together with better organizational performance through this approach. Momentary leadership research points to positive leadership role as a primary factor for thriving workplace environments in academia while urging additional investigation into its sustained effects on institutional achievement.
References
Peltzer, K., Shisana, O., Zuma, K., Van Wyk, B., & Zungu-Dirwayi, N. (2009).Job stress, job satisfaction and stress-related illnesses among South African educators. Stress and Health: Journal of the International Society for the Investigation of Stress, 25(3), pp.247-257. http://dx.doi.org/10.1002/smi.1244
Cameron, K. S. (2008). Positive leadership: Strategies for extraordinary performance. Berrett-Koehler Publishers.
Caza, A., & Caza, B. B. (2008). Positive organizational scholarship: A critical theory perspective. Journal of Management Inquiry, 17(1), 21-33.
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuit: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
Eisenberger, R., Huntington, R., Hutchison, S., & Sowa, D. (1986). Perceived organizational support. Journal of Applied Psychology, 71(3), 500-507.
Hart, P. D. (2011). The faculty satisfaction survey. TIAA-CREF Institute.
Harter, J. K., Schmidt, F. L., & Hayes, T. L. (2002). Business-unit-level relationship between employee satisfaction, employee engagement, and business outcomes: A meta-analysis. Journal of Applied Psychology, 87(2), 268-279.
Kezar, A. J., & Eckel, P. D. (2002). The effect of institutional type on student-faculty interaction. Research in Higher Education, 43(4), 401-421.
Musick, M.A. (2011) An analysis of faculty instructional and grant-based productivity at The University of Texas at Austin. http://www.utexas.edu/news/attach/2011/ campus/32385_faculty_productivity.pdf
Ruyter, D. J. de. (2015) Education, Philosophy and Well-being: New perspectives on the work of John White, Routledge Research in Education. pp. 84–98
Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and
Snyder, C. R., & Lopez, S. J. (2009). Positive psychological assessment: A handbook of models and measures. American Psychological Association.
Soini, T., Pyhältö, K., & Pietarinen, J. (2010) Pedagogical well-being: Reflecting learning and well-being in teachers' work. Teachers and Teaching.Vol.16. pp. 735-751. 10.1080/13540602.2010.517690.
Walumbwa, F. O., Mayer, D. M., Wang, P., & Workman, K. M. (2011). Linking ethical leadership to employee performance: The roles of leader-member exchange, self-efficacy, and organizational identification. Organizational Behavior and Human Decision Processes, 115(2), 204-213.
Wright, T. A., & Cropanzano, R. (2000). Psychological well-being at work: A review of the literature. Journal of Occupational Health Psychology, 5(2), 244-261.
Youssef, C. M., & Luthans, F. (2007). Positive organizational behavior in the workplace: The impact of hope, optimism, and resilience. Journal of Management, 33(5), 774-800.
