Exploring the Dimensionality of PsyCap in Indigenous School Contexts: A Measurement Validation Study

Abstract

Teachers in Indigenous schools face significant challenges, including cultural dissonance, resource constraints, and isolation, which threaten their well-being and effectiveness. Psychological Capital (PsyCap), comprising hope, efficacy, resilience, and optimism, is a vital resource for mitigating these adversities. This study validates the dimensionality of the PsyCap instrument for teachers in Malaysian Indigenous schools, addressing a critical gap in its application to this unique context. A survey of 309 educators was analyzed using Confirmatory Factor Analysis in SmartPLS 4. Results demonstrated an excellent model fit (CFI = .943, RMSEA = .048, SRMR = .041), strong reliability, and robust validity, confirming the stability of the four-factor structure. This study provides the first validated evidence of PsyCap’s structural validity within an Indigenous school context, a novel contribution to cross-cultural positive psychology. The findings confirm PsyCap as both a universal and contextually relevant construct. Practically, this instrument provides administrators with a reliable tool to diagnose and enhance teachers' psychological resources. It enables the development of targeted interventions to foster resilience and well-being, offering a strategic approach to improve teacher retention and effectiveness, ultimately supporting more equitable educational outcomes for Indigenous communities.