An Exploration of the Relationship between Teachers’ Psychological Capital and Their Collective Self-Esteem

Abstract

. Results indicated that Trinidadian female participants were optimistic, hopeful, and resilient, filled with self-efficacy, and contained high levels of collective self-esteem. IntroductionNewspaper headlines in Trinidad continue to convey issues of school violence and other serious incidences related to education. With such obvious concerns for the education system, teachers' psychological capital in the form of their adaptability and coping mechanisms need to be analysed. An examination of the teachers' psychological capital such as hope, optimism, selfefficacy, and resilience could indicate how teachers are dealing with the increase in school indiscipline among students. Teachers and how they identify with their peers are just as important as understanding whether they will succumb to teacher burn out or somehow find within themselves that motivation that characterizes the indomitable human spirit to persevere.

A person-centered, latent profile analysis of psychological capital

“…Building on Dawkins et al's (2013) observations that current PsyCap research ignores unique combinations or configurations of the four core components, and their possible impacts on work behaviors (e.g. Avey et al, 2010;Bissessar, 2014;Nguyen and Nguyen, 2012), we argue that people hold different combinations of gain-oriented resources (i.e. self-efficacy, hope and optimism) that are crucial for building the momentum required for goal achievement and loss-oriented resources (i.e.…”

Analyzing the Relationship between Positive Psychological Capital and Organizational Commitment of the Teachers

“…In studies abroad conducted about the psychological capital, it were emphasized on the relationship between psychological capital and "occupational stress", "burnout and participation of the employees" (Herbert, 2011), "human and society" (Luthans & Youssef, 2004), "adaptation and behavior" (Larson et al, 2013), "teaching activity in primary schools" (Wang et al, 2014), "collective self-respect of the teachers" (Bissessar, 2014), "leadership and creative performance behaviors" (Gupta, 2012), "mid-level manager roles" (Madden, 2013), "leadership development" (Ruderman & Clerkin, 2015), "innovation and creativity" (Morsy, 2015), "life satisfaction and success" (Ganiron, 2012), "working and being good" (Cole, 2007) were emphasized.…”

“Hopefully, I Will Gain Confidence”: Hope in Pre-Service Teachers’ Mathematics and Numeracy Testing

“…Future studies may use insights into students' thinking to shed light on the implications of the LANTITE for universities, in relation to embedding testing preparation in ITE courses and in effectively directing resources to better support pre service teachers' mathematical and numeracy competencies. We could assume that personal beliefs about teachers and society's beliefs about teachers as a social group (Bissessar, 2014) would be more easily detected at the start of the ITE program and before ITE students begin a personal journey towards developing their own teacher-identity. The accepting attitudes towards numeracy testing and findings of optimism and hopeful attitudes, could provide teacher-educators with opportunities to engage students in more effective ways of learning.…”

“…Agency-thinking comprises of the motivation to undertake a specific route of action (Snyder, 2000). Some studies show that agency-thinking is a stronger predictor than pathways-thinking and the main factor in overcoming obstacles and achieving learning and performance goals (Bailey, Eng, Frisch & Snyder, 2007;Bissessar, 2014;Stephanou, 2012). High-hope people, who are able to see failure as a setback and can create alternative thoughts, have more positive emotions compared to low-hope people (Snyder, 2000).…”

“…Peterson, Gerhardt and Rode (2006) claim that what differentiates hope from other related concepts is its distinctive consideration of actual actions that go beyond a perception, tendency or belief. Bissessar (2014) builds on this notion by positioning hope as a component of psychological capital and suggesting that hope, optimism, self-efficacy and resilience are all significant for individual wellbeing. State hope is a mediation between trait hope and task performance and can be manipulated with verbal persuasion (Peterson et al, 2006).…”