Psychological Capital and Openness to Experience as Predictors of Teacher Effectiveness towards the end of COVID-19

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Page: 05-11

Amthul Fathima and Anupama Anaparti (Department of Psychology, Osmania University, Hyderabad, Telangana)

School teachers faced enormous challenges as frontline workers during COVID-19. Their effectiveness had to be examined towards the end of the pandemic and in view of their psychological state and personality as they embarked on regular academic schedules. The present study investigates the influence of Psychological Capital (PsyCap) and Openness to Experience on Teacher Effectiveness, towards the end of the pandemic, a global health emergency, as declared by the WHO (2023). 70 high school teachers from government and private schools were assessed using measures – PsyCap, the NEO Five Factor Personality Questionnaire, and the Teacher Effectiveness Scale. Using Jamovi (2.6.25 version) descriptive and inferential statistics for the data were analyzed. Significant correlations, despite being weak, were found between the two PsyCap components- Self-efficacy and Hope that were positively related to all the dimensions of teacher effectiveness. Further, the regression analysis suggested the significant influence of self-efficacy and hope components of PsyCap on teacher effectiveness. Conversely, Openness to Experience demonstrates a negative and very weak relation with all dimensions of teacher effectiveness, except with professional dimension, and did not show any influence. These findings indicate that PsyCap predicted Teacher Effectiveness, with Hope and Self-Efficacy emerging as key predictors. Further, Openness to Experience did not influence teacher effectiveness, suggesting that personality traits alone are not strong determinants in bringing effectiveness.