Khumalo, N.Visser, T.2020-10-092020-10-092020https://orcid.org/0000-0001-6240-579Xhttp://hdl.handle.net/10394/35911MBA, North-West University, Potchefstroom CampusTeachers in South Africa face difficulties in performing their daily responsibilities effectively, so it is essential that they can draw on different resources to face these difficulties and resolve them. The fundamental educational process can simply be described as the meaningful interaction that exists between a teacher and a learner. This relationship plays a significant and essential role in shaping a learner through the teacher’s educational method. Teachers could be seen as someone that a learner looks towards to find inspiration; in other words, being a model of behaviour that learners can follow, for instance in the areas of education, job satisfaction and teacher efficiency become vitally important. The education sector also signifies to a large extent a part in shaping the South African economy; the success of the education sector depends largely on the psychological factor, the teachers’ performance at doing their job and the satisfaction that the teachers experience at their work place. The research explored the interactions of psychological capital and had an attempt to clarify how the resources in the psychology are inherent in psychological capital and how this can benefit against the negative effects’ teachers experience in the satisfaction and performance in their working environment. This study explored the amount of impact psychological capital has at equipping teachers at work in registered IEB schools in Gauteng, South Africa. An approach that is quantitative in nature was followed with a cross-sectional design; the convenient sample of 158 high school teachers was sampled from 32 registered IEB high schools in Gauteng. They have completed an online Google Form questionnaire, which has assessed their levels of psychological capital, job satisfaction and job performance. The Psychological Capital Questionnaire (PCQ), Minnesota Satisfaction Questionnaire (MSQ), and Paterson Job Performance Questionnaire were used to assess the high school teachers. The study results found that teachers’ interaction with psychological capital was significantly correlated to their satisfaction they experience at their workplace and the level of performance that happens at work. With reference to the four dimensions and the extent to which it affects the satisfaction of the teachers, it was concluded that all four dimensions have a positive correlation with the perceived satisfaction of the individual at work, but the construct psychological capital as a combined construct is more effective to increase the satisfaction of the staff member. The dimension that has the highest impact in satisfaction is optimism. The performance of the teacher’s job is positively influenced by the dimensions of psychological capital. Each dimension has about the same amount of influence than the combined construct on performance. The dimension that did have the highest impact on the performance of an individual was resiliency. The management of a school can use this study to better understand the correlation with these constructs and sub-dimensions with additional information on possible ways in which the dimensions of the staff can improve the performance and satisfaction of a teacher. Concluding this study, it was found is that educators at a school who have a higher psychological capital tended to be more satisfied and have a higher performance rate at work than those with a lower psychological capital.enPhysiological capitaljob satisfactionintrinsic factorsextrinsic factorsjob performancetask performancecontextual performancehigh school teachersThesis