Abstract
This research explores the mediating role of psychological ownership on the relationship between psychological capital and burnout. It also examines the differential influences of promotive and preventative psychological ownership on burnout. The purposively selected sample of 500 university teachers, from different public sector universities of Pakistan were subject to the Psychological Ownership Questionnaire, PsyCap Questionnaire and Maslach Burnout Inventory-Educator Survey. The results reveal that psychological capital fosters promotive psychological ownership that reduces the likelihood of burnout. Preventative psychological ownership, however increases the possibility of burnout.
Highlights
The prevalence of high levels of stress and burnout amongst teachers has been acknowledged as a global phenomenon (Jackson et al 2006)
Our findings suggest that burnout among university teachers can be prevented through fostering their PsyCap
This research is one of the pioneering researches in Pakistan that has explored the associations between preventative ownership, promotive ownership, PsyCap, and burnout
Summary
The prevalence of high levels of stress and burnout amongst teachers has been acknowledged as a global phenomenon (Jackson et al 2006). The higher student-staff ratio is a corollary to these changes, which has added managerial responsibilities to the job repertoire of university teachers in addition to the increased teaching load and greater pressure to explore financial resources for getting funds for their research projects. This makes rising levels of occupational stress in teachers an inevitable and expected outcome (Biron et al 2008). The gap between supply of competent teachers and the demand from the institutions of higher education is growing This has modified job perceptions of academics leading to higher levels of stress (Nelson and Simmons 2003)
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