IMPACT OF MENTAL HEALTH ON ORGANIZATIONAL COMMITMENT OF TEACHERS IN PUBLIC SECTOR UNIVERSITIES OF KHYBER PAKHTUNKHWA, PAKISTAN: THE MEDIATING ROLE OF PSYCHOLOGICAL CAPITAL

Abstract

This paper evaluates how mental health influences the commitment of teachers working in the public sector universities of Khyber Pakhtunkhwa, Pakistan, and the hypothesis of whether psychological capital (PsyCap) mediates the relationship between mental health and commitment or not. In a cross-sectional survey of N = 490 faculty members, a mental health inventory (DASS-21), Psychological Capital Questionnaire (PCQ) and organizational commitment scale by Allen and Meyer were used. Descriptive statistics, Pearson correlation, hierarchical regression and bootstrapped mediation (PROCESS) were used to analyze data. Findings suggest that worse mental health (greater distress) is linked with less organizational commitment; PsyCap positively related with commitment and mediated the mental-health organizational commitment relation partially. Results indicate that PsyCap based interventions may be used to mitigate adverse impacts of mental issues on faculty dedication. Conclusions on university policy and mental health support services are put across.