DEVELOPING TEACHERS' PSYCHOLOGICAL CAPITAL: A STUDY FROM THE PERSPECTIVE OF BUILDING A SUPPORTIVE WORKING ENVIRONMENT

DOI: 10.18173/2354-1075.2025-0048

Abstract

This study employs document analysis and synthesis, theoretical systematization, theoretical evaluation, and comparative analysis to elucidate the concepts of psychological capital (PsyCap), teachers' psychological capital, and a supportive working environment, thereby examining the relationships among these factors within the current educational context. The findings indicate that a supportive working environmentencompassing career development policies, workload reduction, and the cultivation of a positive organizational culture-plays a crucial role in enhancing teachers' PsyCap. Additionally, school leadership is identified as a key determinant in providing direction, empowerment, motivation, and sustaining a positive work environment, thereby fostering PsyCap components such as hope, selfefficacy, resilience, and optimism. In the era of digital transformation, school leaders must adopt strategic approaches to support teachers in adapting to technological advancements, innovating teaching methodologies, and optimizing human resources. This study contributes to the scientific and practical foundation for educational administrators in designing effective working environments, promoting sustainable teacher development, and enhancing overall educational quality