Chamisa, C. F.Harunavamwe, M.Feni, Nokuthula Kathleen Yolandi2023-09-112023-09-112022http://hdl.handle.net/11660/12178Dissertation (M.Com. (Industrial and organizational Psychology))--University of the Free State, 2022Psychological well-being has become of critical importance in the teaching profession for years now. The nature of the working conditions under which teachers must practice their profession contributes to the stressful nature of the profession and the effects of the coronavirus pandemic also contributed. Therefore, the study focused on whether psychological capital and perceived organizational support could enhance psychological well-being of teachers. The primary objective was to determine whether there is an effect of psychological capital and perceived organizational support on the psychological well-being of teachers. The secondary objective was to determine if differences exist in psychological well-being between private and public-school teachers. The study followed a quantitative approach, and the study was based on 204 responses. The respondents were selected based on convenience sampling method and responded to three instruments combined in a self-report questionnaire. Descriptive statistics and inferential statistics were used to analyse the data. Pearson product moment correlation was used to test the correlation between the independent variables and psychological well-being and Stepwise Multiple regression was used to test the predictive value of the variables. The stepwise multiple regression analysis indicated that self-efficacy and optimism contributed 31,9% of the variance in psychological well-being. Overall, the regression model was statistically significant (F=45.250; P<0.001). The Pearson correlation indicated that self-efficacy had a statistically significant correlation with psychological well-being (R=.394, P<0.001). Optimism also had a statistically significant correlation with psychological well-being (R=.383, P<.001). Confirmatory factor analysis was used to test the fit of the sample responses to the original conceptualization of the instruments using goodness-of-fit statistics. The outcomes were that the constructs could not be tested for direct and indirect paths, as the model demonstrated poor fit. The characteristics of the sample and the diversity of the sample did not allow the model to fit. The secondary objective was addressed using independent sample t-test and reported that no significant differences in psychological well-being were found between private and public-school teachers. Conclusions from the study indicated that the combination of personal resources from psychological capital- self efficacy and optimism influences psychological well-being. The Department of Basic Education should look at ways to create and promote a culture that is based on the principles and resources of positive psychology. Future research may focus on unpacking more personal resources that could predict psychological well-being.enPsychological capitalperceived organizational supportBasic education sectorpsychological well-beingteachersDissertationUniversity of the Free State