The Role of Psychological Capital and Job Satisfaction of Teachers on the Academic Performance of Middle School Students

This study investigated the predictive role of teachers’ psychological capital and job satisfaction on the academic performance of eighth-grade middle school students. It was a descriptive–correlational study, and 300 participants (200 students and 100 teachers from the eighth grade of the first cycle of secondary school) were selected using a multistage cluster sampling method. The Academic Performance Questionnaire (APQ), the Psychological Capital Questionnaire (PCQ), and the Minnesota Satisfaction Questionnaire-Short Form (MSQ-SF) were used for data gathering in the current study. The results showed that four subscales of psychological capital (i.e. hope, resilience, optimism, and self-efficacy) and three subscales of job satisfaction (i.e. satisfaction with advancement opportunities, organizational climate, and leadership style) in teachers explained 14% and 20% of the variation in the academic performance of students, respectively. All subscales of psychological capital and the three subscales of teachers’ job satisfaction were significantly positively associated with academic performance in students. These findings have implications for academic performance in students and for interventions to enhance teachers’ psychological capital and job satisfaction.