Vol. 11, Issue 5, Part F (2025)

The present research evaluated the influence of psychological capital (PsyCap) and mood on the job satisfaction of teachers working in Indian schools. Teaching as a profession presents not only external challenges, such as salary disparities, administrative duties, and workload pressures, but also internal psychological demands, which can influence job satisfaction. A total of 120 school teachers from government and private institutions at the primary, secondary, and higher secondary levels participated in this quantitative study. Standardized instruments—the Psychological Capital Questionnaire (PCQ-24), Positive and Negative Affect Schedule (PANAS-20), and Minnesota Satisfaction Questionnaire (MSQ-20)—were administered to assess psychological capital, mood, and job satisfaction, respectively.

Educational staff members indicated they had average psychological capital scores alongside average job satisfaction scores during the descriptive assessment (M = 110.00, SD = 20.50 and M = 77.80, SD = 14.40 respectively). A significant relationship emerged in the correlation analysis when studying psychological capital and job satisfaction (r = .500, p<.001) as well as the relationship between positive affect and job satisfaction (r = .553, p<.001). The research revealed that higher negative affect linked negatively to job satisfaction (r = −.426, p<.001). The relationship between psychological capital and positive mood reached a significant level at r = .534 (p<.001). Job satisfaction tends to be higher for educators who possess stronger psychological capital together with increased experiences of positive moods.

The findings reject the null hypotheses, highlighting psychological capital and mood as significant predictors of job satisfaction. The study emphasizes the potential mediating role of positive mood and encourages the implementation of teacher well-being programs to enhance psychological resources, promote emotional resilience, and improve job satisfaction among educators.