Development of an Experiential Learning-Based Psychological Capital (PsyCap) Intervention Module for Honorary Teachers
Keywords:
Psychological Capital, Psychological Well-being, Contract Teachers, Work-Life Balance, Psychological Intervention.Abstract
The high dependence of the Indonesian education system on contract teachers often clashes with the reality of minimal objective welfare, triggering acute work stress, emotional exhaustion, and declining psychological well-being (PWB). Unmanaged stress negatively impacts performance and often spills over into the family sphere, disrupting Work-Life Balance (WLB). This article describes the design of a micro-level psychological intervention using a Positive Organizational Behavior (POB) approach, specifically Psychological Capital (PsyCap), integrated with interpersonal communication psychoeducation. Through an experiential learning approach, the "Tough Teacher" module is designed in 6 systematic sessions to develop the 4 dimensions of HERO (Hope, Efficacy, Resilience, Optimism). This study uses a literature analysis approach and a quasi-experimental design with a One Group Pretest-Posttest Design. This module is expected not only to restructure educators' cognition to be more optimistic and resilient, but also to equip them with boundary management skills to achieve optimal performance in the school environment and harmony at home. The resulting design is a "Tough Teacher" module consisting of six structured sessions based on experiential learning, which is proposed to be tested for its effectiveness through a quasi-experimental design on a population of honorary teachers in Indonesia.References
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