Impact of Psychological Capital on Work Performance of University Teachers in the Province of Khyber Pakhtunkhwa
DOI:
https://doi.org/10.62997/rl.2024.31027Keywords:
Psychological Capital, Work Performance, HEIsAbstract
The current study focuses on how university teachers' work performance in Higher Education Institutions (HEIs) is influenced by psychological capital. The current study is correlational in nature because the positivist research approach was adopted. A sample of 335 teachers was selected through a stratified sampling technique. The questionnaire comprised two sections: the first section focused on respondent demographics, while the second section contained items related to psychological capital and work performance commitment, measured on a 5-point Likert scale. Descriptive and Inferential Statistics were applied. The study concluded that positive relationship was found between Psychological Capital (PsyCap) and teachers’ Work Performance (WP) in Khyber Pakhtunkhwa HEIs. The study also came to the conclusion that PsyChe significantly influenced employees’ performance at work. Additionally, employees' resilience, optimism, and adaptability have improved the quality of their work performance. The good psychological capital of teachers has improved their performance at work. The study recommended that good and healthy environment may be implemented in the HEIs which boost the psychological capital of teachers, which ultimately influenced their performance.
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