<![CDATA[ABSTRACT Teacher work engagement develops within a professional setting where job demands intersect with psychological capacities and support from the school environment. This review examines how psychological capital is associated with teacher work engagement while mapping the factors surrounding this relationship and identifying areas for further research. The literature search was conducted through Google Scholar, Scopus, SINTA, and GARUDA using keywords related to psychological capital, psychological capital, work engagement, work engagement, teachers, and teacher. From approximately 70 initial sources, 30 references were selected based on topic alignment, relevance, completeness of information, and source eligibility. All selected references were analyzed using a descriptive qualitative approach involving the identification of key information, coding, thematic grouping, data presentation, and cross-study synthesis. The findings reveal a positive tendency in the relationship between psychological capital and work engagement, although the pattern is not uniform. Emotion regulation, work meaningfulness, organizational support, leadership, and psychological well-being also shape this relationship, while stress and burnout emerge as conditions that may hinder teacher engagement. These findings suggest that strengthening work engagement requires more than developing individual capacities; it also calls for a supportive school environment. Future studies should examine these mechanisms through longitudinal and intervention-based designs, particularly within the Indonesian educational context. ABSTRAK Keterikatan kerja guru terbentuk dalam ruang profesional yang mempertemukan tuntutan pekerjaan dengan kapasitas psikologis dan dukungan lingkungan sekolah. Kajian ini menelaah bagaimana modal psikologis berhubungan dengan keterikatan kerja guru, sekaligus memetakan faktor yang menyertai hubungan tersebut dan ruang pengembangan penelitian. Penelusuran dilakukan melalui Google Scholar, Scopus, SINTA, dan GARUDA dengan kata kunci terkait modal psikologis, psychological capital, keterikatan kerja, work engagement, guru, dan teacher. Dari sekitar 70 sumber awal, 30 rujukan dipilih setelah mempertimbangkan kesesuaian topik, relevansi, kelengkapan informasi, dan kelayakan sumber. Seluruh rujukan dianalisis menggunakan pendekatan kualitatif deskriptif melalui identifikasi informasi utama, pengodean, pengelompokan tema, penyajian data, dan sintesis antartemuan. Hasil kajian memperlihatkan kecenderungan hubungan positif antara modal psikologis dan keterikatan kerja, tetapi pola tersebut tidak bersifat seragam. Regulasi emosi, kebermaknaan kerja, dukungan organisasi, kepemimpinan, serta kondisi kesejahteraan psikologis turut membentuk jalur hubungan tersebut, sementara stres dan burnout menjadi kondisi yang dapat menghambat keterlibatan guru. Temuan ini mengarah pada pemahaman bahwa penguatan keterikatan kerja tidak cukup melalui pengembangan kapasitas individual, tetapi perlu disertai lingkungan sekolah yang mendukung. Kajian berikutnya perlu menguji mekanisme tersebut melalui desain longitudinal dan intervensi, khususnya dalam konteks pendidikan Indonesia.]]>
