Psychological Capital and Quality of Work Life in Higher Education: The Moderating Role of Perceived Organisational Support

Abstract

Purpose: This study explores the relationships among job stress, psychological capital (‘PsyCap’), perceived organisational support (POS) and quality of work life (‘QWL’) of faculty members of higher education institutions, from the perspective of evidence-based human resource management (HRM). In particular, the study examines the mediating role of ‘PsyCap’ and the moderating role of POS in the relationship between job stress and employees’ ‘QWL’. 
Methodology: A cross-sectional quantitative survey was conducted among faculty members working in higher education institutions. The sample included faculty members in higher education institutions (N = 268). To examine the direct, indirect, and moderating relationships among the study variables, data were analysed using covariance-based structural equation modelling (CB-SEM) in AMOS. 
Findings: The findings show that job stress has a negative effect on ‘PsyCap’ and ‘QWL’, and ‘PsyCap’ has a positive effect on ‘QWL’. Partial mediation of job stress on ‘QWL’ is mediated by ‘PsyCap’. Additionally, POS plays a crucial role in moderating the link between job stress and ‘PsyCap’, as well as between ‘PsyCap’ and ‘QWL’, signifying that a supportive organisational climate helps strengthen employees’ psychological resources and reduces the adverse effects of workplace stress. 
Practical Implications: The results offer support for HR managers and university administrators to apply integrated HR practices such as resilience development, mentoring, supportive leadership, fair workload management, employee assistance programmes and recognition systems to improve employee well-being and ‘QWL’. 
Originality/Value: The present study contributes to evidence-based HRM by combining Conservation of Resources Theory and Social Exchange Theory to explain the joint effects of individual psychological resources and organisational support on employee well-being. The findings provide empirical evidence to inform HR policies that promote sustainable employee well-being and organisational effectiveness in higher education.