Influence of Psychological Capital on Affective Commitment among Teachers: A Reflective Analysis

It is logical to believe that teachers with good mental health serve as added value and a moderating factor to pave the way for an enlightened and productive society. However, experiences suggest that teachers go through stress, conflict, issues of different sorts like any other employees these days. And, it results in decreased level of their affective commitment towards the organizations. Therefore, it becomes imperative to study as to how to influence teachers’ affective commitment (productivity) and explore what can contribute to their mental health (well-being). Psychological Capital seems to have a relationship with both mental health (well-being) and affective commitment. Thus, the present theoretical paper seeks to explore the influence of Psychological Capital (PsyCap) among teachers who face day to day stressors in high magnitude. The method of this paper includes a review of the literature, personal communication, and theoretical framework. This review expounds the genesis, theory, research and practice of PsyCap. The primary aim of this paper is to expand the influence of PsyCap. The contribution of this paper is to determine the consequence of PsyCap and to propagate the impact of PsyCap on mental health and wellbeing of employees.