Psychological Capital Related to Well-being among Teachers: A Systematic Literature Review

Abstract

This systematic literature review explores the relationship between psychological capital (PsyCap) and teacher well-being. The review aims to investigate how PsyCap influences well-being in the educational context, drawing from studies conducted between 2014 and 2024. A total of 38 studies were selected from four major databases: Web of Science, Scopus, ERIC, and PsycINFO (EBSCO). The review spans a period of nearly 10 years, from 2014 to 2024. Studies were included based on their examination of the relationship between psychological capital and well-being, with specific attention to PsyCap's role in education and its impact across different countries, cultural contexts, and geographical regions. The analysis was performed by identifying common themes, outcomes, and gaps in the literature. The findings demonstrate that improving psychological capital has a positive impact on teacher well-being:Teachers with higher PsyCap reported greater job satisfaction.Reduced job burnout: Higher levels of PsyCap were associated with lower levels of job-related stress and burnout. The review concludes that psychological capital plays a critical role in fostering teacher well-being and offers significant potential for enhancing professional satisfaction and reducing burnout.