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Fostering Positive Psychological Capital in Educators: Insights from the PsyCap Empowerment Program and Its Implications for Organizational Culture in a Thai Primary School |
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| รหัสดีโอไอ | |
| Creator | Nuannut Khieowan |
| Title | Fostering Positive Psychological Capital in Educators: Insights from the PsyCap Empowerment Program and Its Implications for Organizational Culture in a Thai Primary School |
| Contributor | Ariya Kuha |
| Publisher | Graduate School of Human Resource Development : National Institute of Development Administration |
| Publication Year | 2568 |
| Journal Title | Human Resource and Organization Development Journal |
| Journal Vol. | 17 |
| Journal No. | 2 |
| Page no. | 140-167 |
| Keyword | Positive psychological capital (PsyCap), Teacher development, Organizational culture |
| URL Website | https://so01.tci-thaijo.org/index.php/HRODJ |
| Website title | Human Resource and Organization Development Journal |
| ISSN | E-ISSN: 2985-0746 |
| Abstract | The study aimed to explore how the PsyCap Empowerment Program for Educators contributed to the development of Positive Psychological Capital (PsyCap) among teachers at a primary school located in the Southern region of Thailand and to investigate how these experiences shaped the school’s organizational culture. The PsyCap Empowerment Program for Educators was developed by the researcher and was carried out by three trainers. The program included six sessions, each lasting three hours, for a total 18 hours of training. The participants, comprising 13 teachers from a school selected as the case study site, were required to complete learning logs after each training session. Furthermore, semi-structured interviews were held following the completion of the training to explore teachers’ experiences and perceptions in depth. The qualitative data collected in learning logs and interviews were analyzed thematically. The study revealed substantial positive growth in the participants’ personal and professional development, as well as in the school organizational culture. Personally, the program led to greater self-awareness, better stress management and a mindset shift toward seeing challenges as growth opportunities. Professionally, participants embraced student-centered methods and demonstrated enhanced resilience and reflective practice. Systemically, the program promoted a school-wide culture of mindfulness, empathy, and collective effort. The outcomes also implied that the training program contributed to the broader transformation of the school’s organizational culture. However, systemic challenges, such as time constraints in preparing student-centered activities and limited communication between the school and parents regarding the school’s transformative direction, were identified. |
