PSYCHOLOGICAL CAPITAL AND WORK ENGAGEMENT AMONG NONTEACHING PERSONNEL IN A STATE COLLEGE

This study determined the influence of psychological capital on the work engagement of non-teaching personnel
in a state college. It employed a cross-sectional quantitative design involving 110 non-teaching personnel who
had rendered at least one year of service. Data were gathered using the Revised Compound Psychological Capital
Scale (CPC-12R) and the Utrecht Work Engagement Scale (UWES), and were analyzed using mean, Pearson-r,
and multiple linear regression. Results showed high psychological capital (M = 4.20, SD = .42) and high work
engagement (M = 4.17, SD = .48). Psychological capital was significantly and positively related to work
engagement (r = .633, p < .01). Regression analysis explained 40.2% of the variance in work engagement, with
hope (B = .192, beta = .240, p = .011) and self-efficacy (B = .208, beta = .241, p = .024) emerging as significant
predictors. The findings indicate that strengthening goal-directed motivation and confidence may enhance work
engagement among non-teaching personnel