Understanding the effect of psychological capital on knowledge sharing intention – the moderating role of happiness at work

Teachers have a great influence on the personality development of students. They are profoundly affected by the competence, character and commitment of teachers. This highlights the importance of a teacher to be highly competent and positive. The construct of psychological capital emerged from positive psychological literature and the study of positive organizational behaviour. Psychological capital is a combination of self-efficacy, optimism, hope and resilience. An individual tend to be self-efficacious, optimistic, hopeful and resilient, only when he/she is happy at the workplace. People who have high psychological capital and is happy at the workplace tend to contribute more to the institution. Teachers, whose commitment and attitude towards their work, can have a direct impact on the behaviour of the students. So, it is highly essential for them to have high psychological capital and to be energetic and active at the workplace. In the academic field, the one thing that matters the most is the willingness to gain as well as to share knowledge. This is one of the vital factors that determines the quality of education offered. There is a tendency among individuals to either share or to withhold knowledge. The intention and willingness to share knowledge may depend on the level of psychological capital of the individual. This study, thus, attempts to understand the relationship between psychological capital and knowledge sharing intention among teachers and the moderating role of happiness at work in this relationship. The results indicate that there exist a positive relationship between psychological capital and knowledge sharing intention and happiness at work tends to strengthen this relationship.