An exploration of the relationship between teachers' psychological capital and their collective self-esteem

Abstract

Teachers who possess high levels of psychological capital and collective self-esteem are better able to cope with the spate of school violence, student/student bullying, and other current issues confronting the education system globally, regionally, and nationally. A teacher psychological capital high in hope, optimism, self-efficacy, resilience, and collective self-esteem translates into educators who possess a more positive outlook and can impart and influence how their students perceive themselves. No known research exists in the Trinidadian context linking both psychological capital and collective self-esteem. This study expands the body of research in these two areas, locally, by reporting the findings of a psychological questionnaire and the Collective Self-Esteem Survey (CSES, Luhtanen and Crocker, 1992). Results indicated that Trinidadian female participants were optimistic, hopeful, and resilient, filled with self-efficacy, and contained high levels of collective self-esteem.