Examining the Influence of Strengths Development on Psychological Capital: The Case of Public Secondary School Teachers in Wakiso District, Uganda, East Africa

This study investigated the predictive role of Strength Development on the Psychological Capital of public secondary school teachers in Wakiso District, Uganda, East Africa.Guided by Strengths-Based Development Theory (SBDT) by Clifton (2000).The study explored how the three dimensions' skills development, talent development, and knowledge development influence psychological capital.A cross-sectional survey design was deployed to collect quantitative data from a randomly selected sample of 169 teachers.Structured questionnaires were validated via expert review, and data were analyzed using SPSS.Exploratory Factor Analysis confirmed sample adequacy with a Kaiser-Meyer-Olkin (KMO) measure of .737and a highly significant Bartlett's Test of Sphericity (1123.538),df = 351, p < .0.05).EFA resolved into three distinct factors: skill development explaining 14.503% of the variance, knowledge development at 12.209% of the variance, and talent development explained 8.687% of the variance, of strength development.The empirical findings offer vital implications for educational policymakers and administrators, demonstrating that strategic investment in teachers' strength development fosters a thriving institutional culture and actively cultivates psychological capital within Sub-Saharan African contexts.Theoretically, this paper extends the empirical boundaries of SBDT positioning the multidimensional construct of strength development as a primary antecedent to psychological capital.It provides rare empirical evidence from Sub-Saharan Africa, offering a contextualized understanding of how structured skill, talent and knowledge development processes drive positive psychological capital in secondary the educational systems.