Psychological capital and its relation to coping styles of special education teachers

Document Type : Original Article

Abstract

Summary :The study aimed to uncover the dimensions of psychological capital and its 
relationship to the styles of coping pressure in special education teachers, and to detect the 
extent of differences in the degrees of psychological capital and styles of coping pressures 
depending on the variables of years of experience and gender.
Forty (40) teachers of the special education schools of Egypt, ranging in age from 30 to 50 
years, were formed by a standard deviation of 2.5.
The psychological capital scale, and the measure of styles of coping, both of which were 
prepared by the researcher, were used.
The results have been reported that:
1. The existence of a positive relationship between the dimensions of psychological capital, and 
the degree of cognitive strategies and the existence of an inverse relationship with emotional 
and foreign strategies, and most teachers in years of experience have achieved higher grades in 
the use of cognitive strategies than teachers in the least years of experience.
2. Most teachers in the years of experience achieved higher grades in self-efficacy, while the 
lowest teachers in the years of experience achieved higher degrees in resilience.
3. Female teachers have achieved higher scores in only resilience dimension ,and male teachers 
achieved higher scores in the use of cognitive strategies than teachers, while female teachers 
achieved higher scores in the use of emotional strategies than male teachers.
 

Keywords

References

Avey, J. B. , Luthans, F. and Jenes, S. M.(2009). "Psychological capital: a 
positive resource for combating employee stress and turnover", Human 
resource management, (September-October), Vol.48 No.5, 677-693.
Avey, J. B. , Luthans, F. and Pigeon, N. G. (2010). "Two field studies examining 
the association between positive psychological capital and employee 
performance", Leadership and organizational development journal, 
Vol.31 No.5, 384-301.
Bandura, A. (1997). "Self-efficacy: The Exercise of Control", W.H. Freeman& 
Company, New York, NY.
Baumeister, R. F., Campbell, J. D., Krueger, J. I, & Vohs, K. D. (2003). Does 
high self-esteem cause better performance, interpersonal success, 
happiness, healthier lifestyle? Psychological Science in the Public 
Interest, 4(1), 1-44.
http://dx.doi.org/10.1111/1529-1006.01431
Bec-Tam G. (2014). Examining the relationships among optimism resilience ,and 
job stress of teachers of children with autism spectrum disorder, PHD
,north central university.
Benson, P. (2011). Coping, distress, and well - being in teachers of children with 
autism. Research in Autism Spectrum Disorders, 4(2): 217-228.
Bissessar, C. S. (2014). An Exploration of the Relationship between Teachers’ 
Psychological Capital and Their Collective Self-Esteem. Australian 
Journal of Teacher Education, 39(9).
http://dx.doi.org/10.14221/ajte.2014v39n9.4
Ching-Sheue,F. (2015). The Effect of Emotional Labor on Job Involvement in 
Preschool Teachers: Verifying the Mediating Effect of Psychological 
Capital, Online Journal of Educational Technology -, v14 (3) ,145-156 .
Coutu, D. L. (2002). How resilience work. Harvard Business Review, 80(3), 46–
55.
Esquivel G. (2007). well-being, spirituality, and hope as predictors of in teachers 
of autism children, PhD of philosophy, the graduate school of education 
of Fordham university.
Francis, T., Tang,C. , (2011). Psychological capital as a moderator between 
emotional labor, burnout, and job satisfaction among school teachers in 
China, International Journal of Stress Management, Vol 18(4), Nov 
2011, 348-371.
Goldberg S. (2017). Connectedness in Teachers of Children with Autism 
Spectrum Disorder: Associations with Maternal Stress, Self-Efficacy, 
and Empathy, Degree of Mcs of Infant Mental Health, Mills College.
Hayek , M., ( 2012 ) . " Control beliefs and positive psychological capital " , 
Journal of Management Research , VoI. 12 , No.1 , 6 -20 .
jan G. (2018). The Relationship among Positive Psychological Capital, Stress 
Coping and Psychological Well-Being of teachers, Korean society for 
Wellness, v13- 315-327.
Kesari, S. (2013). Occupational stress, psychological capital, happiness, turnover 
intentions among teachers.Retrieved from 
http://researchspace.ukzn.ac.za/xmlui/handle/10413/9467.
Koshy, S. (2014). Stress and coping strategies in teachers of Special need 
children. Journal of the Indian Academy of Applied 
Psychology,38(2):188-219.
Lazarus, R S, (1993). Coping theory and research: Past, present, and future. 
Psychosomatic Medicine, 55, 234–247.
Luthans F, Youssef CM. (2004). "Human, social, and now positive psychological 
capital management", Organizational Dynamics, 33.
Luthans, F., Avey, J. B., Avolio, B. J., Norman, S. M., & Combs, G. M. (2006). 
"Psychological capital development: Toward a micro-intervention", 
Journal of Organizational Behavior, 27(3), 387–393.
Luthans, F., Vogelgesang, G. R., & Lester, P. B. (2006). Developing 
psychological capital of resiliency. Human Resource Development 
Review, 5(1), 25-44. http://dx.doi.org/10.1177/1534484305285335
O’Brien, T. B., & DeLongis, A. (1996). The interactional context of problem-, 
emotion-, and relationship-focused coping: The role of the big fi ve 
personality factors. Journal of Personality, 64(4), 775–813
Obeid, R. & Baou, N. (2015). The effects of coping style, social support, and 
behavioral problems on the well being of teachers of children with 
Autism Spectrum, Research in Autism Spectrum Disorders, 10, 59-70.
Rong Z. (2011). The research on relationships among psychological capital, 
coping style and job burnout of teachers, Human Normal University
(People's Republic of China), Request Dissertations Publishing.
Rus, C., & Jesus, S. N. (2010). Psychological capital in organizational context: A 
meta-analytic study. In M. Milcu (Ed.), Modern Psychology Research: 
Quantitative research vs. Qualitative research? (142-151). Sibiu, 
Romania: Editura Universitara.
Salehi, M., & Gholtash, A. (2011). The relationship between job satisfaction, job 
burnout and organizational commitment with organizational citizenship 
behavior among members of faculty in the Azad University – First 
district branches, in order to provide the appropriate model. Procedia–
Social and Behavioral Sciences, 15, 306-310. doi: 
10.1016/j.sbspro.2011.03.091
Schaufeli ,W. B. (2007). " Accentuating the Positive : Building Self – efficacy , 
Optimism , Hope and Resilience in Organizations " , Australian Institute 
of Management western Australian Inc.
Snyder, C.R., & Pulvers, K. (2001). Dr. Seuss, the coping machine, and “Oh, the 
places you willgo.” In C.R. Snyder (Ed.), Coping with stress: Effective 
people and processes. NewYork: Oxford University Press.
Snyder, C.R., Sympson, S.C., Michael, S.T., & Cheavens, J. (2000). The 
optimism and hope con-structs: Variants on a positive expectancy theme. 
In E.C. Chang (Ed.), Optimism and pessimism. Washington, DC: 
American Psychological Association
Taylor, S.E. (1983). Adjustment to threatening events: A theory of cognitive 
adaptation. American Psychologist, 38, 1161–1173.
Vidyasagar, N (2012). Stress and coping in teachers of autistic children. Journal 
of the Indian Academy of Applied Psychology,36(2):245-248.
Vink, J., Ouweneel, E., & LeBlanc, P. (2011). Psychological resources for 
engaged employees: Psychological capital in the job demands-resources
model. Gedrag & Organisatie, 24(2), 101-120.
Wang L., Hong S.(2015). Relationship between Psychological Capital and 
Burnout among Chinese teachers, Department of Psychology, the 
College of Public Health, Harbin Medical University, Harbin, China.

Files

Share

How to cite

Statistics