The Relationship between Psychological Capital and Stress, Anxiety, Burnout, Job Satisfaction, and Job Involvement

Abstract

Purpose: It is extremely important for teachers to have the psychological capital to enhance their performance outputs in educational organizations. Teachers having psychological capital will positively influence all the members of the school. This kind of teacher will develop and support colleagues’ and students’ positive attitudes such as competence, hope, motivation, and productivity. The purpose of this research is to determine the relationship between psychological capital and stress, anxiety, burnout, job satisfaction, and job involvement. Research Methods: The sample of this study consists of 335 teachers in 27 schools that were selected randomly from the schools at Hatay’s Kırıkhan district in the 2014–2015 academic year. The Psychological Capital Scale, Stress Scale, Anxiety Scale, Burnout Scale, Job Satisfaction Scale, and Job Involvement Scale were used to collect the data. Findings: As teachers’ psychological capitals increase, their stress levels decrease. Psychological capital has a negative impact on anxiety levels of teachers through the full mediation effect of stress. Psychological capital negatively affects teachers’ burnout levels through the partial mediation effects of stress and anxiety. Psychological capital has a positive effect on teachers’ job satisfaction through the partial mediation effects of stress, anxiety, and burnout. Psychological capital has a positive effect on the job involvement levels of teachers through the partial mediation effects of stress, anxiety, burnout, and job satisfaction. Implications for Research and Practice: It is essential for school administrators to contribute to the development and strengthening of teachers’ psychological capital if they wish for teachers to feel negative attitudes less frequently and to develop more positive attitudes at work.

Keywords

• Individual outputs
• teacher attitudes
• productivity
• mediation effect

Psikolojik Sermaye ile Stres, Kaygı, Tükenmişlik, İş Doyumu ve İşe Sargınlık Arasındaki İlişki

Abstract

Problem Durumu: Bu araştırma, psikolojik sermayenin eğitim örgütlerinde istenen davranışları nasıl arttırdığı, istenmeyen davranışları ise nasıl azalttığı yönünde önemli bilgilere ışık tutacak şekilde dizayn edilmiştir. Eğitim örgütlerinde öğretmenlerin olumlu tutumlar sergilemeleri oldukça önemlidir. Öğretmenlerin duyguları olumlu olduğunda öğrencileriyle, birbirleriyle kısacası okulun tüm üyeleriyle daha sağlıklı iletişim kurabilirler. Ayrıca duygular bulaşıcı olduğu için, öğretmenin işe karşı geliştirdiği olumlu ya da olumsuz tutumları içinde bulunduğu örgütün iç ve dış üyelerini etkilemektedir. Öğretmenin daha olumlu duygulara sahip olması ve olumsuz duygularının azaltılması ya da önlenmesi eğitimin kalitesi açısından oldukça önemlidir. Zira öğrencinin öğrenme ortamının en önemli öğesi öğretmenlerdir. Eğitim örgütlerinde psikolojik sermaye ile ilgili olarak yapılan çalışmalar sınırlı sayıdadır. Ayrıca eğitim örgütlerinde psikolojik sermaye, stres, kaygı, tükenmişlik, iş doyumu ve işe sargınlık değişkenlerinin bir arada işlendiği bir çalışmaya ilgili alan yazında rastlanmamıştır. Psikolojik sermayenin olumlu ve olumsuz duygularla bir arada ilişkisini ortaya çıkaracak böyle çok değişkenli bir çalışmaya ihtiyaç duyulmuştur.

Keywords

• Bireysel çıktılar
• öğretmen tutumları
• verimlilik
• aracılık etkisi

References

1. Altıntas, E. (2014). Stres yönetimi [Stress management]. Ankara: Ani yayincilik.
2. Arslantas, H.I., & Aslan, I. (2015). Ilk ve ortaokul ogretmenlerinin mesleki tukenmislik düzeyleri ile is doyumları arasindaki iliskinin incelenmesi (Sırnak ili örnegi) [The examining of the relationship between primary and secondary school teachers’s levels of occupational burnout and job satisfaction (an Example of Şırnak, Turkey)]. 10. Ulusal Egitim Yonetimi Kongresi 7-9 Mayis [10. National Educational Administration Congress 7-9 May]. Ankara: Pegem Akademi.
3. Bradley, K. (2014). Educator’s positive stress responses: Eustress and psychological capital. (Unpublished doctoral dissertation). DePaul University, Chicago, United States.
4. Burke, R. J. (2000). Workaholism in organizations: Psychological and physical well-being consequences. Stress Medicine, 16, 11-16.
5. Burke, R.J., Burgess, Z., & Fallon, B. (2006). Workaholism among Australian female managers and professionals, job behaviors, satisfactions and psychological health. Equal Opportunities International, 25(3), 200-213.
6. Byrne, B. M. (2010). Structural equation modeling with AMOS. New York: Routledge.
7. Celik, V. (2005). Liderlik. [Leadership]. In Y. Özden (Ed.), Egitim ve okul yoneticiligi el kitabi [Educational and school administration handbook] (pp. 187-215). Ankara: Pegem Akademi.
8. Cetin, F., & Basim, H.N. (2012). Orgutsel psikolojik sermaye: Bir olcek uyarlama calismasi [Organizational psychological capital: A scale adaptation study]. Amme Idaresi Dergisi, 45(1), 121-137.

9. Cetin, F., & Basim, H.N. (2011). Psikolojik dayanikliligin is tatmini ve orgutsel baglilik tutumlarindaki rolu [The role of resilience in the attitudes of job satisfaction and organizational commitment]. “IS, GUC” Endustri Iliskileri ve Insan Kaynaklari Dergisi, 13(3), 79-94. 148 Selcuk DEMIR / Eurasian Journal of Educational Research 75 (2018) 137-154
10. Cokluk, O. (2014). Orgutlerde tukenmislik. Icinde C. Elma ve K. Demir (Ed.) [Burnout in organizations]. In C. Elma & K. Demir (Ed.), Yonetimde cagdas yaklasimlar uygulamalar ve sorunlar [Modern approachments practises and problems in administration] (pp. 117-143). Ankara: Ani Yayincilik.
11. Demir, S. (2018). Okul yoneticilerinin motivasyonel dili ile ogretmen oz yeterligi arasındaki iliski uzerine bir calısma [A study on the relationship between school adminisrators’ motivational language and teacher self-efficacy]. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 6(2), 177-183. DOI: 10.18506/anemon.384848
12. Dolgun, U. (2012). Tukenmislik sendromu. [Burnout syndrome]. In D.E. Ozler (Ed.). Orgutsel davranista guncel konular [Recent subjects in organizational behavior] (pp. 287-310). Bursa: Ekin Basim Yayin Dagitim.
13. Erkus, A., & Findikli, M.A. (2013). Psikolojik sermayenin is tatmini, is performansi ve isten ayrilma niyeti uzerindeki etkisine yonelik bir arastirma [A research on the impact of psychological capital to job satisfaction, job performance and intention to quit]. Istanbul Universitesi Isletme Fakultesi Dergisi, 42(2), 302-318.
14. Field, A. (2009). Discovering statistics using SPSS. Dubai: Oriental Press.
15. Genc, N. (2012). Yonetim ve organizasyon [Management and organization]. Ankara: Seckin Yayincilik. Goldberg, L.R., Johnson, J.A., Eber, H.W., Hogan, R., Ashton, M.C., Cloninger, C.R., & Gough, H.C. (2006). The international personality item pool and the future of public-domain personality measures. Journal of Research in Personality, 40, 84–96.
16. Griffin, M.L., Hogan, N.L., Lambert, E.G., Tucker-Gail, K.A., & Baker, D.N. (2010). Job involvement, job stress, job satisfaction, and organizational commitment and the burnout of correctional staff. Criminal Justice and Behavior, 37, 239-255.
17. Haymon, S. W. (1992). The relationship of work addiction and depression, anxiety and anger in college males. (Unpublished doctoral dissertation). Florida State University, USA.
18. Hock, R.R. (1988). Professional burnout among public teachers. Public Personel Management, 17(2), 167-189.
19. Jones, J.W. (1981). The burnout syndrome: Current research, theory, interventions. London: London House Press.
20. Kaplan, M., & Bickes, D.M. (2013). The relationship between psychological capital and job satisfaction: A study of hotel businesses in Nevşehir. Yonetim ve Ekonomi, Celal Bayar Universitesi IIBF, 20(2), 233-242.
21. Karakus, M. (2013). Emotional intelligence and negative feelings: A Gender specific moderated mediation model. Educational Studies, 39 (1), 68-82.
22. Selcuk DEMIR / Eurasian Journal of Educational Research 75 (2018) 137-154 149
23. Karakus, M., & Demir, S. (2015). Psikolojik sermaye ile is doyumu, orgutsel baglilik, motivasyon ve isten ayrilma niyeti arasindaki iliski [The relationship between psychological capital and job satisfaction, organizational commitment, motivation and intent to leave]. 10. Ulusal Eğitim Yonetimi Kongresi 7-9 Mayıs [10. Educational Administration Congress 7-9 May]. Ankara: Pegem Akademi.
24. Kline, R.B. (2011). Principles and practice of structural equation modeling. New York: The Guilford Press.
25. Kyriacou, C. (2000). Stress-busting for teachers. London: Nelson Thornes Ltd. Larson, M., & Luthans, F. (2006). Potential added value of psychological in predicting work attitudes. Journal of Leadership and Organizational Studies, 13, 44-61.
26. Liu, L., Pang, R., Sun, W., Wu, M., Qu, P., Lu, C., & Wang, L. (2013). Functional social support, psychological capital, and depressive and anxiety symptoms among people living with hiv/ Aids employed full-time. Liu et al. BMC Psychiatry, 13:324.
27. Locke, E.A. (1976) The nature and causes of job satisfaction. In M.D. Dunnette (Ed.), Handbook of industrial and organizational psychology (pp. 1297-1343). Chicago: Rand McNally.
28. Luthans, F. (2002). The need for and meaning of positive organizational behavior. Journal of Organizational Behavior, 23(6), 695-706.
29. Luthans, F., & Youssef, C. M. (2004). Human, social and now positive psychological capital management: Investing in people for competitive advantage. Organizational Dynamics, 33(2), 143-160.
30. Luthans, F., Avolio, B.J., Avey, J.B., & Norman, S.M. (2007). Positive psychological capital: Measurement and relationship with performance and satisfaction. Personnel Psyhology, 60, 541-572.
31. Luthans, F., & Youssef, C. M. (2007). Emerging positive organizational behavior. Journal of Management, 33, 321-349.
32. Maslach, C., & Jackson, S.E. (1981). The measurement of experienced burnout. Journal of Occupational Behaviour, 12, 99-113.
33. Ocak, M., & Guler, M. (2017). Psikolojik sermayenin tukenmislik uzerine etkisi: Gorgul bir arastırma [The effects of psychological capital on burnout: An empirical research]. Erciyes Universitesi Iktisadi ve Idari Bilimler Fakultesi Dergisi, 49, 117-134.
34. Ocak, M., Guler, M., & Basim, H.N. (2016). Psikolojik sermayenin orgutsel baglılık ve is tatmini tutumları uzerine etkisi: Bosnalı ogretmenler uzerine bir arastırma [The effects of psychological capital on the attitudes of commitment and satisfaction: A research on bosnian teachers]. Cankırı Karatekin Universitesi IIBF Dergisi, http://dx.doi.org/10.18074/cnuiibf.274
35. Pines, A. M. (2005). The burnout measure short version (BMS). International Journal of Stress Management, 12(1), 78-88.
36. Polatcı, S. (2014). Psikolojik sermayenin gorev ve baglamsal performans uzerindeki etkileri: Polis teskilatinda bir arastirma [The Effects of psychological capital on task and contextual performance: A research on police organization]. Ege Akademik Bakıs, 14(1), 115-124.
37. Porter, G. (1996). Organizational impact of workaholism: Suggestions for researching the negative outcomes of excessive work. Journal of Occupational Health Psychology, 1, 70-84.
38. Robbins, S.P., & Judge, T.A. (2012). Orgutsel davranıs [Organizational behavior] (14th Edition, I. Erdem trans. ed.). Istanbul: Nobel yayincilik.
39. Robson, C. (2015). Bilimsel arastırma yontemleri: Gercek dunya arastırması [Real world research] (S. Cınkır & Nihan D., Ed. of trans.). Ankara: Anı yayıncılık.
40. Russell, D.W., Altmaier, E., & Van Velzen, D. (1987). Job-related stress, ssocial support, and burnout among classroom teachers. Journal of Applied Psychology, 72(2), 269-274.
41. Schulz, S.A., Luthans, K.W., & Messersmith, J.G. (2014). Psychological capital a new tool for driver retention. International Journal of Physical Distribution & Logistics Management, 44(8/9), 621-634.
42. Simons, J.C., & Buitendach, J.H. (2013). Psychological capital, work engagement and organisational commitment amongst call centre employees in South Africa. SA Journal of Industrial Psychology/SA Tydskrif vir Bedryfsielkunde, 39(2), Art. #1071, 12 pages. http://dx.doi.org/
43. Simsek, M., & Celik, A. (2012). Yonetim ve organizasyon [Management and organization]. Konya: Egitim Akademi.
44. Sorenson, R. D. (2007). Stress management in education: Warning signs and coping mechanisms. Management in Education, 21(3), 10-13.
45. Tumkaya, S., Cam, S., & Cavusoglu, I. (2009). Tukenmislik olcegi kisa versiyonu’nun Turkceye uyarlama, gecerlik ve guvenirlik çalışması [Turkish adaptation of the burnout snydrome inventory short version]. C.U. Sosyal Bilimler Enstitusu Dergisi, 18 (1), 387–398.
46. Tuzun, I.K., Cetin, F., & Basim, H.N. (2014). The role of psychological capital and supportive organizational practices in the turnover process. METU Studies in Development, 41(2), 85-103.
47. De Waal, J.J., & Pienaar, J. (2013). Towards understanding causality between work engagement and psychological capital. SA Journal of Industrial Psychology/SA Tydskrif vir Bedryfsielkunde, 39(2), Art. #1113, 10 pages. http:// dx.doi.org/10.4102/sajip. v39i2.1113.
48. Selcuk DEMIR / Eurasian Journal of Educational Research 75 (2018) 137-154 151 Wang, Y., Chang, Y., Fu, J., & Wang, L. (2012). Work-family conflict and burnout among Chinese female nurses: the mediating effect of psychological capital. Wang et al. BMC Public Health, 12:915.
49. Yuksel, M., & Akdag, F. (2011). Framing workaholism and locus of control as psychological capital in an emergent economy. China-USA Business Review, 10(5), 389-398.