Psychological Capital and Hedonic Well-being: Mediating Role of Eudaimonic Well-being in School Teachers

Abstract

The current study intended to explore the mediating role of eudaimonic well-being in relationship with psychological capital and hedonic well-being among school teachers. The correlational research design was implemented. The sample of school teachers (N = 250) from different government and private schools in Sargodha District, Pakistan, were approached through a purposive sampling approach. The age range of the sample of school teachers was between 25 to 45 years (Mage= 31, SD= 9.38). The measures used were the Psychological Capital Questionnaire,(Luthans et al., 2007), Ryff’s Scales of Psychological Well-being (Ryff, 1989a), and the Subjective Happiness Scale (Lyubomirsky & Lepper, 1999). For data analyses, the Pearson Product Moment Correlation through Statistical Package for Social Sciences and Mediation analysis by using PROCESS Macro(Hayes, 2012) was computed. The results of correlation analysis revealed that psychological capital has a significant positive correlation with eudaimonic well-being (r = .51^** p< 0.01) and hedonic well-being (r = .45^** p< 0.01). The findings of mediation analysis show that eudaimonic well-being partially mediates the relationship between psychological capital and hedonic well-being among school teachers. The findings of the present study can be utilized to enhance the levels of educator’s well-being (specifically eudaimonic well-being) which in turn will positively affect their hedonic well-being. In educational set-ups, various strategies of targeted interventions such as well-being therapy along with cognitive behavior therapy can be implemented with the help of school psychologists to boost the educator’s levels of well-being.