出版社：Australian Institutes for Educational Research
摘要：Over the last two decades, psychological capital has gained prominence in the literatureon positive organisational behaviour. However, further investigation is still needed inrelation to this issue, particularly in the context of educational organisations.Accordingly, this study aimed to examine the contributing and damaging factors relatingto the psychological capital of teachers. The researchers followed a qualitative approachand conducted a basic interpretative study to determine the perceptions of 14 teachers,who were selected for participation using a maximum variation approach. Deductivecontent analysis was then carried out to analyse the raw data. According to the findings, asupportive organisational climate, collaboration, communication, convenient physicalconditions of the school, parent engagement, professional characteristics and positiveexperiences emerged as contributors to teachers’ psychological capital. On the otherhand, a strict bureaucratic focus and ongoing interference by school principals;inadequate physical conditions of the school; negative attitudes of parents andcolleagues; the poor reputation of the teaching profession; and negative experiences ofteachers were identified as damaging to psychological capital.
