Psychological Safety and Work Engagement of Senior High School Teachers: Moderating Role of Psychological Flexibility
Psychological Safety and Work Engagement of Senior High School Teachers: Moderating Role of Psychological Flexibility

Summary/Abstract: There is a dearth of research that investigated how and the mechanism through which psychology safety perceptions and work engagement are related among employees in the education setting, especially in Africa. The present paper investigated how senior high school teachers’ perception of their psychological safety in their schools predicted their work engagement and the moderating role of psychological flexibility. The cross-sectional survey design was employed to collect data from a sample of 263 public senior high school teachers in the Tamale Metropolis in the Northern region of Ghana. Adapted standardised questionnaires were used to collect the data. Regression analysis, including the PROCESS procedure for testing of moderating effect, was the main analytical tool employed to test the hypotheses. Both psychological flexibility and perception of psychological safety were significant positive predictors of senior high school teachers’ work engagement. Also, psychological flexibility significantly moderated the effect of psychological safety on work engagement. The study concluded that psychological safety is an important determinant of both the perception of psychological safety and work engagement. The paper therefore, recommends, among others, that management of educational institutions and other work settings provide interventions that would enhance psychological flexibility and the feeling of psychological safety among employees.

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