Psychological capital as a catalyst: Unlocking job satisfaction, embeddedness, and performance among international faculty

The motivation of teaching faculty is essential for the effective functioning of the education system, especially in multicultural environments. To stay motivated, faculty need strong psychological capital (PsyCap) and a sense of professional fulfillment. However, integrating multinational teams can be challenging due to cultural biases and misinterpretations. There is a notable research gap in understanding how PsyCap varies across cultures and influences motivation in diverse educational settings. This study aims to develop the theory of PsyCap, explore its integration into the education workforce, and examine its application in multicultural teaching contexts. Data were collected from 300 faculty members from different parts of the United Arab Emirates. A structural equation modeling approach was used to test the proposed relationships. The results showed a strong relationship between psychological capital, job embeddedness, job satisfaction, and job performance among international faculty. The findings may enhance psychological capital across organizations. The practical implication of this findings support linking psychological capital to performance evaluations. Rather than focusing solely on traditional KPIs like research output and teaching scores, supervisors can discuss psychological strengths and growth areas. This approach aligns personal goals with institutional missions, enhancing performance, well-being, and leadership, and yielding both material and spiritual rewards.