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The present study aimed at investigating the potential role of work engagement and positive psychological capital in the relationship between authentic leadership and job related affective well-being in a convenient sample of university teachers (N = 500) from the Punjab province and Islamabad. PsyCap Questionnaire (Luthans, Youssef, & Avolio, 2007), Authentic Leadership Questionnaire (Walumba, Avolio, Gardner, Wernsing, & Peterson, 2008), Utrecht Work Engagement Scale (Schaufeli, Bakker, & Salanova, 2006), and Job Related Affective Well-being Scale (Van Katwyk, Fox, Spector & Kelloway, 2000) were used to operationalized psychological capital, authentic leadership, work engagement, and job related affective well-being respectively. Structural model yielded excellent fit to the data and revealed that work engagement partially mediated the relationship of psychological capital and authentic leadership with job related affective well-being. Psychological capital moderated negatively between authentic leadership and job related affective well-being. Nested structural models were compared across gender, faculty, and marital status. The proposed model remained invariant across various groups except for marital status where psychological capital negatively moderated between authentic leadership and job related affective well-being among sample of married university teachers only. Implications of the study and suggestions for further research were discussed.
Keywords. Authentic leadership, psychological capital, work engagement, job related affective well-being
Although literature is replete with studies of occupational stress and burnout among university teachers, few researchers have studied the role of their personal strengths (e.g., Lorente, Salanova, Martinez, & Schaufeli, 2008; Xanthopoulou, Bakker, Demerouti, & Schaufeli, 2009) and their management's leadership style (Schaufeli, 2015) in fostering their optimal performance and psychological well-being. In Pakistani institutions of higher education, performance demands particularly in terms of research has become more significant than ever before and despite the inadequate allocation of resources in higher education sector, the workload has considerably increased (Abbas & Roger, 2013).These challenges have put university teachers' psychological well-being on line and empirical studies disentangling the role of personal and organizational factors in maintaining and enhancing faculty's psychological well-being are the need of hour. Grounded in the framework of positive organizational behavior (Luthans, 2002), the present study is an empirical endeavor at exploring how the personal resource of psychological capital within the organizational context of authentic leadership may motivate university teachers to be in a work related state of fulfillment...