It is extremely important for teachers to have the psychological capital to enhance their performance outputs in educational organizations. Teachers having psychological capital will positively influence all the members of the school. This kind of teacher will develop and support colleagues’ and students’ positive attitudes such as competence, hope, motivation, and productivity. The purpose of this research is to determine the relationship between psychological capital and stress, anxiety, burnout, job satisfaction, and job involvement.
The sample of this study consists of 335 teachers in 27 schools that were selected randomly from the schools at Hatay’s Kırıkhan district in the 2014–2015 academic year. The Psychological Capital Scale, Stress Scale, Anxiety Scale, Burnout Scale, Job Satisfaction Scale, and Job Involvement Scale were used to collect the data.
As teachers’ psychological capitals increase, their stress levels decrease. Psychological capital has a negative impact on anxiety levels of teachers through the full mediation effect of stress. Psychological capital negatively affects teachers’ burnout levels through the partial mediation effects of stress and anxiety. Psychological capital has a positive effect on teachers’ job satisfaction through the partial mediation effects of stress, anxiety, and burnout. Psychological capital has a positive effect on the job involvement levels of teachers through the partial mediation effects of stress, anxiety, burnout, and job satisfaction.
Implications for Research and Practice:
It is essential for school administrators to contribute to the development and strengthening of teachers’ psychological capital if they wish for teachers to feel negative attitudes less frequently and to develop more positive attitudes at work.
Individual outputs, teacher attitudes, productivity, mediation effect