Positive psychology and work outcomes among college teachers in Kerala

Abstract

Higher education institutions serve as a cornerstone in shaping future generations, with college teachers playing a pivotal role in fostering students’ academic, ethical, and social development. However, the responsibilities of college teachers have expanded considerably, encompassing administrative duties, research activities, and institutional obligations, which often extend beyond traditional teaching roles. These increasing demands, combined with personal responsibilities, contribute to stress, burnout, and challenges in achieving work-life balance— ultimately affecting teachers’ efficiency, well-being, and job performance. In this context, positive psychology provides a meaningful framework to understand and enhance teacher well-being. The PERMA model—emphasizing Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment— along with Psychological Capital (PsyCap), which includes hope, resilience, optimism, and self-efficacy, offers tools to boost motivation, resilience, and job effectiveness. This study investigates how these positive psychological constructs influence work-related outcomes, particularly job satisfaction and job performance, among college teachers in Kerala. The role of work-life balance is also examined as a moderating factor in these relationships. The research employed a descriptive design, using primary data collected through structured questionnaires administered to 442 college teachers from aided arts and science colleges across five zones in Kerala. Teachers selected through simple random sampling had at least three years of teaching experience. The questionnaire assessed levels of positive psychology, PsyCap, work-life balance, job satisfaction, and performance. Secondary data from books, journals, and credible sources supplemented the conceptual framework. Findings indicate that teachers in Kerala demonstrate high levels of positive psychological attributes, especially in the domain of “Meaning,” although “Engagement” appears relatively weaker. Socio-demographic factors showed minimal influence, suggesting that psychological well-being among teachers is more shaped by institutional and professional contexts than personal variables. While positive emotions vary slightly with age and discipline, the broader pattern highlights an overall robust psychological state among teachers. Regarding Psychological Capital, the study found significant disparities in hope, optimism, and resilience levels, though self-efficacy was more consistent. Many teachers reported moderate to low levels of work-life balance, with only age and discipline showing significant variations. These findings emphasize the need for institutions to provide greater emotional and structural support to foster psychological resilience and healthier work environments. Job satisfaction was found to be generally high and not significantly influenced by socio-demographic characteristics. In contrast, job performance showed notable variability, with over 40% of respondents indicating low levels, yet without meaningful differences across gender, age, or institutional affiliation. This suggests that workplace conditions and psychological resources may be more impactful on performance than personal demographics. The study further established that positive psychology significantly enhances both job satisfaction and performance. Psychological Capital and job satisfaction were strong mediators in these relationships, explaining a large proportion of the variance in work outcomes. Work-life balance emerged as a significant moderator for job satisfaction but had limited influence on performance. This distinction highlights the importance of both internal psychological strengths and external life balance in supporting overall teacher well-being and productivity. In conclusion, fostering positive psychology and psychological capital can substantially improve the well-being and effectiveness of college teachers. The study recommends interventions at the institutional, policy, and individual levels, such as mental health support, leadership training, flexible policies, and peer support mechanisms. Emphasizing teacher well-being in educational reforms will ultimately lead to more engaged faculty, better institutional outcomes, and enriched student learning experiences.