The study adopted the survey design and used 78 teachers selected using the demographic cluster and incidental sampling techniques from a cross section of 324 secondary school teachers in Bafut Sub-Division in the North West Region of Cameroon to examine the impact of psychological capital on teaching effectiveness. The over emphasis on academic qualification and negligence of developing teachers psychological capital compromise their effectiveness and therefore problematic. Data for this study was collected using a modified version of the recently constructed psychological capital questionnaire (Luthans,F., Youssef, C. M., & Avolio, B.J, 2007) (made up of 48 items for both teachers and administrators), 43 questionnaire items for conscientiousness, emotional stability, extraversion, person-job fit and person-organization fit and 31 items for teaching effectiveness constructed by the researcher. The overall instrument was made up of 122 items. The STATA statistical package was used to run Regressions and establish Correlations used to establish relationships and in verifying the Research hypotheses. Psychological capital was found to be a significant predictor of teaching effectiveness after controlling for Emotional stability, extraversion, conscientiousness, person-job fit and person-organization fit. Also Self-Efficacy, Hope and Optimism were shown to have significant impact on teachers’ Enthusiasm, Expectations and Task Orientation respectively. The study also found that the relationship between resilience and commitment was not statistically significant as the null hypothesis was retained. The study concludes with a call for the inclusion of psychological capital training programs to develop teachers’ psychological capital as an alternative to mitigate the ongoing challenges of ineffectiveness in the secondary school. environment..
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