TEACHERS' PSYCHOLOGICAL CAPITAL AND JOB PERFORMANCE: THE MEDIATING ROLE OF JOB SATISFACTION AND ORGANIZATIONAL COMMITMENT

Purpose - The purpose of this study is to examine the psychological capital and job performance of the teachers and to investigate the mediating role of job satisfaction and organizational commitment in the relationship between psychological capital and job performance of teachers in Sri Lankan context. Design/methodology/approach - Data were collected from 320 English medium teachers in Western, Southern, Central and North Central provinces in Sri Lanka. Structural equation modeling was used to assess the direct and mediating effects. Findings - The author found that psychological capital has direct impact on job performance, job satisfaction and organizational commitment. Moreover, the mediating role of job satisfaction and organizational commitment between psychological capital and job performance was not confirmed. Practical implications - The findings suggest that education sector should pay more attention to psychological capital in recruiting teachers and teacher training programs. Originality/value Despite the importance and state- like nature of psychological capital, its relationship with job performance and mediating role of work related attitudes has been largely ignored in Sri Lankan context. This study begins to fill this research gap by investigating the impact of psychological capital on job performance and the mediating role of job satisfaction and organizational commitment in the relationship between psychological capital and job performance.