Investigation of the Relationship between Teachers' Psychological Capital and Motivation

Abstract

Purpose – This study aims to examine the relationship between teachers' psychological capital levels and their motivation. Psychological capital encompasses positive psychological traits such as self-efficacy, hope, optimism, and resilience, while motivation is a critical factor influenced by internal and external factors that shape teachers' professional commitment, performance, and job satisfaction. The research anticipates that understanding this relationship will provide strategic guidance for supporting teachers' professional development and enhancing the quality of education. Design/methodology/approach – The study employed a relational survey model based on quantitative data. The population of the research consisted of 3612 teachers working in public schools in the Bağlar District of Diyarbakır during the 2019-2020 academic year. The sample, on the other hand, comprised 344 teachers randomly selected from this population who responded to the distributed scales. Findings – The study revealed that there are positive and significant relationships between teachers' psychological capital levels and their motivation. Specifically, it was found that the hope and resilience dimensions have a significant effect on intrinsic motivation, while the resilience and optimism dimensions significantly influence extrinsic motivation. However, the effects of self-efficacy and optimism on intrinsic motivation were not found to be significant. The model demonstrated that psychological capital explains 20.8% of the variance in the motivation variable. Furthermore, a positive relationship was identified between overall psychological capital and both intrinsic and extrinsic motivation. Discussion – The research highlights the critical role of teachers' psychological capital in enhancing their motivation. Consistent with findings in the literature, the study emphasizes the positive impact of psychological capital components on individuals' motivation and job performance. However, it also indicates the need to consider other factors influencing motivation. Future studies are recommended to explore the relationship between psychological capital and motivation more comprehensively, including mediating and moderating variables. Education administrators and policymakers should develop professional development programs and supportive practices to enhance teachers' psychological capital. Such strategies will not only foster individual growth but also contribute to the overall success of educational institutions.