Happy-productive worker hypothesis in the context of education: the role of work engagement and its dimensions

Abstract The happy-productive worker hypothesis, considered a significant concept in management research, continues to generate debate and lacks conclusive evidence. In this study, two dimensions of wellbeing: Wellbeing as context-free (psychological wellbeing), and Work-related wellbeing (job satisfaction), were examined on the performance of distance education facilitators in Ghana. In addition, work engagement and its dimensions were introduced as mediators in explaining why happy workers are more productive. A three-wave time-lagged data was collected from 431 facilitators working in two distance education institutions in Ghana. The results revealed that wellbeing as context-free did not have a direct impact on performance but rather an indirect impact on performance via work engagement and two of its dimensions (vigor and absorption). However, work-related wellbeing had both direct and indirect effects on performance via work engagement and one of its dimensions (absorption). In light of the study’s findings, the happy-productive worker hypothesis was generally supported, but the study concluded that the hypothesis is more nuanced than initially perceived. Therefore, organizational management, including educational management, should develop and implement effective interventions to promote their employees’ wellbeing.