The Relationship between Psychological Capital, Work Meaningfulness, Job Satisfaction, and Well-being in Private and Public Schools's Teachers

Psihološki kapital osobe čine nada, samoefikasnost, optimizam te psihološka otpornost koji dovode do pozitivnih emocija i učinkovitog funkcioniranja na radnom mjestu i izvan njega. Budući da rad ima važnu ulogu u životu, za dobrobit pojedinca značajni su i poslovno zadovoljstvo, kao i smislenost posla. S obzirom na to da nema istraživanja koje bi objedinilo navedene konstrukte, cilj istraživanja bio je ispitati odnos psihološkog kapitala, smislenosti posla, zadovoljstva poslom te psihološke dobrobiti kod nastavnika u privatnim i državnim srednjim školama. U istraživanju je sudjelovalo 152 nastavnika iz državnih te 100 nastavnika iz privatnih škola. Kao mjerni instrumenti korišteni su Upitnik psihološkog kapitala (PCQ), Skala smislenosti posla te Skala zadovoljstva životom (SWLS) i Skala psihološkog procvata (FS) za mjerenje dobrobiti. Za ispitivanje zadovoljstva poslom korišten je globalni pristup pri čemu je navedeni konstrukt mjeren jednom česticom. Rezultati t-testa za nezavisne uzorke pokazali su da ne postoji statistički značajna razlika u psihološkom kapitalu, zadovoljstvu poslom, smislenosti posla te dobrobiti između nastavnika državnih i privatnih škola. Pearsonov koeficijent korelacije pokazao je da postoji umjereno pozitivna povezanost zadovoljstva poslom sa psihološkim kapitalom i smislenosti posla. Nadalje, multiplom regresijskom analizom, kao pozitivni prediktor zadovoljstva životom u državnim školama, dobiveni su psihološki kapital i zadovoljstvo poslom, a u privatnim samo zadovoljstvo poslom. Pozitivni prediktor psihološkog procvata u privatnim školama je psihološki kapital, a u državnim i psihološki kapital i poslovno zadovoljstvo. Smislenost posla nije predviđala dobrobit nastavnika bez obzira na vrstu škole. Navedeni rezultati mogu pomoći u osmišljavanju intervencija za stvaranje pozitivnog poslovnog, odnosno školskog okruženja koje posljedično poboljšava dobrobit i nastavnika i učenika.Psychological capital of a person consists of hope, self-efficacy, optimism and psychological resistance which lead to positive emotions and effective functioning at work and beyond. Since work plays an important role in the life, job satisfaction and work meaningfulness are also significant for the well-being of an individual. Given that there is no research that would combine these constructs, the aim of research was to examine the relationship between psychological capital, work meaningfulness, job satisfaction, and well-being of the private and public secondary school's teachers. Participants were 152 teachers from public schools and 100 teachers from private schools. The measuring instruments used in this study were PsyCap Questionnaire (PCQ), Work Meaningfulness Scale, and well-being was measured by Satisfaction with Life Scale (SWLS) and Flourishing Scale (FS). A global approach was used for the job satisfaction measurement, meaning the construct was measured with a single item. An independent samples t-test has shown that there is no statistically significant difference between public and private school's teachers in psychological capital, job satisfaction work meaningfulness, and well-being. Pearson's correlation coefficient has shown that there is a moderate positive correlation between job satisfaction and psychological capital and between job satisfaction and work meaningfulness. Furthermore, multiple regression analysis has provided psychological capital and job satisfaction as a positive predictor of life satisfaction in public schools, while in private schools only job satisfaction is provided as such. A positive predictor of psychological flourishing in private schools is psychological capital and in public schools positive predictors are psychological capital and job satisfaction. The work meaningfulness didn't predict the well-being of the teacher, regardless of the type of school. The aforementioned results can help in designing interventions for creating a positive business or school environment that will improve the well-being of both teachers and students