A Probe into the Psychological Capital of School Teachers in Purulia District

Psychological Capital (PsyCap), a higher-order construct encompassing hope, efficacy, resilience, and optimism, has emerged as a critical psychological resource that can significantly enhance individual performance and well-being in professional settings. In the education sector, where teachers face multifaceted challenges including workload, resource scarcity, and socio-emotional pressures, PsyCap becomes an essential determinant of their professional efficacy and mental health. This study examines the state of Psychological Capital among school teachers in the Purulia district of West Bengal, India—a socioeconomically backwards region facing persistent developmental and educational challenges. Using a quantitative research design, quantitative data were collected using the Psychological Capital Questionnaire (PCQ-24), developed by Luthans et al. (2007). Results indicate high levels of overall psychological capital (PsyCap). Socio-demographic factors such as gender were found to significantly influence PsyCap dimensions. The findings underscore the urgent need for policy interventions, continuous teacher training, and institutional support mechanisms to nurture the psychological strengths of educators in under-resourced regions like Purulia.