The Impact of Psychological Capital and Organizational Citizenship Behavior on Teachers' Well-Being

This study examined the effects of psychological capital (PsyCap) and organizational citizenship behavior (OCB) on the well-being of 150 public elementary school teachers in the Kadingilan I and II Districts of Bukidnon for the academic year 2024-2025. Guided by the Broaden-and-Build Theory, this research explores the influence of positive psychological constructs on the mental, emotional, and professional well-being of teachers. Data were collected using a descriptive correlational research design with an adapted survey questionnaire. Descriptive statistics, Pearson correlation, and regression analysis were applied to assess the levels of PsyCap, OCB, and teacher well-being, as well as their interrelationships. The study found that teachers exhibited high levels of psychological capital, characterized by traits such as optimism, resilience, self-efficacy, and hope, which enabled them to overcome challenges and maintain motivation. Their organizational citizenship behavior was also notably high, reflecting frequent voluntary contributions beyond formal job responsibilities, which fostered teamwork and a positive school environment. Teachers reported high overall well-being, indicating strong emotional, psychological, and social health. The research revealed a positive correlation between PsyCap, OCB, and well-being, suggesting that enhanced psychological resources and proactive behaviors significantly contribute to teachers' overall wellness. The findings emphasize the importance of creating supportive environments that nurture psychological capital and organizational citizenship behavior, leading to healthier, more motivated, and more effective educators.