Abstract: Public primary school teachers are increasingly expected to implement curriculum reform, support diverse learners, collaborate with families, and sustain students’ socio-emotional development. These expectations require not only professional competence but also positive psychological resources that help teachers maintain motivation, adapt to change, recover from difficulty, and grow sustainably. This article provides an integrative review of literature on psychological capital, positive psychology, teacher well-being, school-based interventions, and positive school leadership. It synthesizes existing theory and evidence and adapts them into a practical management framework for developing psychological capital among public primary school teachers, with implications for educational management in Vietnam. The review draws on foundational works, recent reviews and empirical studies published mainly between 2020 and 2026, and Vietnamese policy documents. The integrative findings indicate that teachers’ psychological capital, commonly conceptualized through hope, self-efficacy, resilience, and optimism, is a developable professional resource associated with well-being, adaptive capacity, burnout reduction, work meaning, and professional commitment. The article develops a five-dimension management framework: raising awareness, setting objectives and plans, organizing development activities, directing implementation, and monitoring and using evaluation results. It argues that school principals can transform psychological support for teachers from occasional encouragement into a systematic component of teacher development and school improvement.
Hieu et al. (Mon,) studied this question.