Authors :
Julie Ann Mae M. Calang
Volume/Issue :
Volume 11 - 2026, Issue 3 - March
Google Scholar :
https://tinyurl.com/2ymk547j
Scribd :
https://tinyurl.com/h2y5y449
DOI :
https://doi.org/10.38124/ijisrt/26mar1449
Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.
Abstract :
Teaching is more than a profession; it is a calling that demands resilience, optimism, and unwavering commitment.
This study explored how psychological capital (PsyCap)—a combination of self-efficacy, hope, resilience, and optimism—relates
to genuine job satisfaction among public elementary teachers in the IGACOS Division. Using a descriptive-correlational
research design, 120 teachers participated by completing the Psychological Capital Questionnaire (PCQ) and the Minnesota
Satisfaction Questionnaire (Short Form). Results revealed that teachers generally possessed moderate to high levels of PsyCap,
with self-efficacy emerging as the most prominent dimension. Job satisfaction was also found to be moderate to high. Statistical
analysis demonstrated a significant positive correlation between PsyCap and genuine job satisfaction (r = 0.63, p < 0.01).
Regression analysis identified self-efficacy and hope as the strongest predictors of job satisfaction, emphasizing the importance
of teachers’ confidence and goal-oriented motivation in enhancing professional fulfillment. These findings highlight the value of
nurturing positive psychological resources to sustain teacher well-being and improve educational outcomes.
Keywords :
Psychological Capital, Job Satisfaction, Elementary Teachers, Teacher Well-Being, IGACOS Division.
References :
- Avey, J. B., Reichard, R. J., Luthans, F., & Mhatre, K. H. (2011). Meta-analysis of the impact of positive psychological capital on employee attitudes, behaviors, and performance. Human Resource Development Quarterly, 22(2), 127–152.
- Luthans, F., Avolio, B. J., Avey, J. B., & Norman, S. M. (2007). Positive psychological capital: Measurement and relationship with performance and satisfaction. Personnel Psychology, 60(3), 541–572.
- Wright, T. A., & Cropanzano, R. (2000). Psychological well-being and job satisfaction as predictors of job performance. Journal of Occupational Health Psychology, 5(1), 84–94.
- Department of Education (DepEd). (2020). Philippine Basic Education Facts and Figures. Manila: DepEd.
Teaching is more than a profession; it is a calling that demands resilience, optimism, and unwavering commitment.
This study explored how psychological capital (PsyCap)—a combination of self-efficacy, hope, resilience, and optimism—relates
to genuine job satisfaction among public elementary teachers in the IGACOS Division. Using a descriptive-correlational
research design, 120 teachers participated by completing the Psychological Capital Questionnaire (PCQ) and the Minnesota
Satisfaction Questionnaire (Short Form). Results revealed that teachers generally possessed moderate to high levels of PsyCap,
with self-efficacy emerging as the most prominent dimension. Job satisfaction was also found to be moderate to high. Statistical
analysis demonstrated a significant positive correlation between PsyCap and genuine job satisfaction (r = 0.63, p < 0.01).
Regression analysis identified self-efficacy and hope as the strongest predictors of job satisfaction, emphasizing the importance
of teachers’ confidence and goal-oriented motivation in enhancing professional fulfillment. These findings highlight the value of
nurturing positive psychological resources to sustain teacher well-being and improve educational outcomes.
Keywords :
Psychological Capital, Job Satisfaction, Elementary Teachers, Teacher Well-Being, IGACOS Division.
