Teachers’ Psychological Capital, Level of Stress, and Attitude Towards Work

Teachers’ psychological capital plays a vital role in managing workplace challenges and sustaining professional motivation. This study aimed to examine the relationship between psychological capital, stress levels, and work attitudes among teachers at Medina College. Specifically, it assessed the extent of teachers' psychological capital—hope, efficacy, resilience, and optimism—their stress levels involving workload, emotional strain, and time management, and their work attitudes, including job satisfaction, work engagement, professional commitment, and motivation. A quantitative descriptive-correlational research design was employed. The study used complete enumeration, involving teachers from Medina College, and data were collected using validated researcher-made questionnaires. Descriptive statistics measured the extent of each variable, and Pearson’s r correlation tested the relationships. Findings revealed that teachers exhibited very high psychological capital and work attitude, but also experienced high levels of stress. A moderate significant correlation was found between psychological capital and stress (r = 0.316, p = 0.001), indicating that higher psychological capital helps reduce stress. A very strong positive correlation was also observed between psychological capital and work attitude (r = 0.918, p = 0.000), suggesting that teachers with higher psychological capital tend to exhibit more positive work behaviors. These results emphasize the importance of strengthening psychological capital to foster resilience and improve professional outlook in the teaching profession.