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Open Access Journal Article

Psychological Capital and Organizational Performance in Education

by Sophia White 1,*
1
Sophia White
*
Author to whom correspondence should be addressed.
JOPEM  2022 4(1):29; https://doi.org/10.69610/j.jopem.20220522
Received: 24 March 2022 / Accepted: 21 April 2022 / Published Online: 22 May 2022
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Abstract

The present study investigates the relationship between psychological capital and organizational performance in the education sector. Psychological capital refers to a set of positive psychological traits that include hope, optimism, resilience, and self-efficacy. These traits are believed to have a significant impact on an individual's ability to cope with work-related stress and contribute to the overall performance of the organization. The research explores how these psychological capital factors influence educational institutions' performance by examining the mediating roles of organizational commitment, job satisfaction, and work engagement. The findings indicate that higher levels of psychological capital among educators and administrative staff are directly associated with improved organizational performance, as measured by student achievement, teacher retention rates, and overall efficiency. Moreover, the study highlights the importance of fostering a positive organizational culture that encourages these psychological capital traits. The implications for educational administrators and policymakers are discussed, emphasizing the need to implement strategies aimed at enhancing psychological capital in the education sector to achieve better performance outcomes.

 

Keywords: Psychological Capital; Organizational Performance; Education; Organizational Culture; Student Achievement.;
Copyright: © 2022 by White. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) (Creative Commons Attribution 4.0 International License). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
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APA Style
White, S. (2022). Psychological Capital and Organizational Performance in Education. Journal of Organizational Psychology and Educational Management, 4(1), 29. doi:10.69610/j.jopem.20220522
ACS Style
White, S. Psychological Capital and Organizational Performance in Education. Journal of Organizational Psychology and Educational Management, 2022, 4, 29. doi:10.69610/j.jopem.20220522
AMA Style
White S. Psychological Capital and Organizational Performance in Education. Journal of Organizational Psychology and Educational Management; 2022, 4(1):29. doi:10.69610/j.jopem.20220522
Chicago/Turabian Style
White, Sophia 2022. "Psychological Capital and Organizational Performance in Education" Journal of Organizational Psychology and Educational Management 4, no.1:29. doi:10.69610/j.jopem.20220522

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ACS Style
White, S. Psychological Capital and Organizational Performance in Education. Journal of Organizational Psychology and Educational Management, 2022, 4, 29. doi:10.69610/j.jopem.20220522
AMA Style
White S. Psychological Capital and Organizational Performance in Education. Journal of Organizational Psychology and Educational Management; 2022, 4(1):29. doi:10.69610/j.jopem.20220522
Chicago/Turabian Style
White, Sophia 2022. "Psychological Capital and Organizational Performance in Education" Journal of Organizational Psychology and Educational Management 4, no.1:29. doi:10.69610/j.jopem.20220522
APA style
White, S. (2022). Psychological Capital and Organizational Performance in Education. Journal of Organizational Psychology and Educational Management, 4(1), 29. doi:10.69610/j.jopem.20220522

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