Psychological Capital and Job Involvement of Secondary School Teachers in North-West Senatorial District of Benue State, Nigeria

Abstract

Job involvement has continued to receive great attention of management scholars and organisational practitioners globally. In a similar direction, this study examined psychological capital as a predictor of job involvement among secondary school teachers in North-West Senatorial District of Benue State, Nigeria. The study adopted cross-sectional survey design. Participants were 354 teachers comprising of 195(55.1%) males and 159(44.9%) females randomly sampled from 40 secondary schools. Teachers’ Job Involvement Scale (TJIS) and Psychological Capital Questionnaire were used for data collection. Results of Multiple Linear Analysis revealed that psychological capital is an important factor in predicting job involvement of secondary school teachers. Particularly, resilience is the most important component of psychological capital with positive influence on job involvement and its two dimensions. Hope and optimism are also important psychological capital components but only predict emotional and not physical job involvement. Finally, self-efficacy seems to be less important component of psychological capital with no significant independent influence on both physical and emotional job involvement dimensions. It is concluded that psychological capital enhances job involvement. Therefore, curriculum developers in teachers’ colleges should incorporate training courses targeted at developing psychological capital of teachers in order to enhance their job involvement during professional practice. Keywords: Job involvement, psychological capital, hope, optimism, resilience, self-efficacy.