Narcissism as a Determinant of Job Satisfaction Among University Teaching Staff in India

Narcissism as a Determinant of Job Satisfaction Among University Teaching Staff in India

Pawan Kumar Chand, Rahul Dhiman, Amit Mittal, Deepika Jhamb
Copyright: © 2020 |Pages: 19
DOI: 10.4018/IJSKD.2020070104
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Abstract

This study is an attempt to understand the relationship between narcissism and job satisfaction in the context of teachers in a university set-up. Previous research has considered narcissism as a personality disorder and considers it unhealthy for organizations and individuals. In order to understand the construct of narcissism, and how it impacts on job satisfaction, 560 university teachers out of which187 females and 373 males were chosen from public and private higher educational institutions of India. The data was collected by administering a standardized questionnaire and the results were analyzed using structural equation modeling. The findings of the study suggest that extreme narcissism and healthy narcissism lead to a significant increase in job satisfaction.
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1. Introduction

The term Narcissism got its origin and recognition from the story of a young man Narcissus, who is known to be the son of the river God Cephissus and nymph Liriope according to Greek mythology. Greek Myths and Greek Mythology (2012). He was in extreme love with his self-image and he used to see his image in the water of the river most of the time. His acute self-love towards his reflection in the water eventually leads to his death. Later the word Narcissism got its popularity by Havelock Ellis, a ‘psychologist’ in the year 1898 in the article ‘Narcissisms’ (Akhtar and Thomson, 1982; Pulver, 1970). Narcissism was recognized by the researcher Freud in 1910 as a personality and a behavioural trait in terms of ‘Narcissist’ Freud (1914). Narcissism shows the personality of an individual with the characteristics of self-love, the grandiose sense of consideration to self - importance and privileged Duchon and Drakes (2009).

Narcissism is an increasingly popular topic in organizational research, as evidenced by several articles (Erkutlu and Chafra, 2017, Galvin, Waldman and Balthazard, 2010; Wu and LeBreton, 2011). The researchers and managers these days are interested in narcissism since narcissists have difficulty maintaining positive relationships over time (Campbell and Foster, 2002; Campbell, Foster, and Finkel, 2002; Paulhus, 2001). Narcissism can be discussed as healthy and unhealthy for an organization with its peculiar characteristics (Anninos, 2018; Godkin and Alcorn, 2009). Healthy narcissism shows individual personality characteristics with the ability to tolerate criticism, loneliness, constructive aggression, the great sense of belongingness, the strong desire for praise, self–control on regulations of emotions, the sense of inferiority and humiliation (Ronningstam, 2005). Unhealthy narcissism comprises of strong reaction to criticism, anger, mood swings, envy, vulnerable self-esteem and the ability to spend limitless time in achieving success (Ronningstam, 2005). Healthy narcissism contributes to an organization for achieving goals, the narcissist individual in such a state has good control over his/her strength and weakness, a talented narcissist individual is a gifted intellectual in academic, profession, creativity, grandiose fantasies and has high achievements (Hill and Roberts, 2018; Duchon and Burns 2008; Lopes, 2017). Teachers as respectable members of a society have different teaching styles in classrooms (Broudy, 1963; Bruner, 1998; Graves et al., 1994; Joyce, 2007). It is a teacher’s personality that allows him/her to choose different pedagogical practices for classroom teachings (Herron, Beedle and King, 2006; Hernandez, 2017; Gupta and Gomathi, 2017). Teachers’ ability to recognize the need for power in self-image and to view with less power and extension of self-image is an instance of narcissism (Luo et al., 2014; Macenczak et al., 2016; Hess, 2003). Narcissism in teaching centered around the need of a teacher, the teacher likes to see his/her self-image in the students and expects to mirror (Richards, 1998). A narcissist teacher has an expectation on his values, learning and strong belief he/she should be followed and admired by the students, but when students do not show interest in his values, learning, beliefs, and need of teaching, he/she becomes upset and shows envy (Richards, 1998; Hankey, 2004). Narcissist teachers don’t respect the need of their students, they believe they are special, have pride on their intellect, success, achievements, capabilities and want to enjoy their high position, they believe in the concept of ‘I’ rather than ‘we’, they face problem in supporting their team, they don’t trust others, they are self-esteemed, overconfident, don’t admit truth, retaliate at criticism and they favour only those students who imitate them and always respect their personality (Chatterjee and Hambricks, 2007). Academicians state that the feeling of charismatic leadership enhances job satisfaction in narcissist individuals (Kets de Vries and Engellau, 2010; Mahajan and Rana, 2018). Researchers explained job satisfaction is the impression of individual well-being and influence overall work productivity, absenteeism, work efforts, and organizational goals, hence the need of hours is to understand the relationship between narcissism and job satisfaction (Diaz-Serrano and Cabral Vieira, 2005).

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