The Degree of Developing Organizational Memory by Private School Principals in Amman and Its Relationship to the Level of Psychological Capital Among Teachers from Their Perspective

This study examined the extent to which organizational memory is developed by principals of private schools in Amman Governorate and the level of psychological capital among teachers, as well as the relationship between the two constructs. A descriptive-correlational design was employed, utilizing two researcher-developed questionnaires: one assessing organizational memory development and the other measuring teachers’ psychological capital. The instruments were administered to a sample of 351 teachers, yielding 307 valid responses (81 male, 226 female). Results indicated that organizational memory development by school principals was high (M = 3.769, SD = 0.670), as was teachers’ psychological capital (M = 3.820, SD = 0.533). Moreover, a statistically significant relationship (α ≤ 0.05) was found between organizational memory development and teachers’ psychological capital. Based on these findings, the study recommends enhancing principals’ awareness of technical memory, including the integration of advanced technologies and digital applications, and engaging evaluators, experts, and digital trainers to strengthen this dimension. Furthermore, the study emphasizes aligning teachers’ personal goals with institutional objectives, providing training in formulating SMART (Specific, Measurable, Achievable (or Attainable), Relevant, Time-bound) goals, and establishing pathways for their attainment.