The Relationship Between Teachers' Positive Psychological Capital Levels and School Effectiveness Levels Examining the Relationship

Abstract

In this study, it was aimed to determine the relationships between the positive psychological capital levels and school effectiveness levels of secondary school teachers working in Erzurum. The data collection group of the study consists of a total of 320 teachers selected through probability sampling among secondary school teachers working in Erzurum in the 2018-2019 academic year. In the data collection process of the research, the data collected using the Positive Psychological Capital Scale to determine the psychological capital levels of the teachers and the Effective School Scale to determine the school effectiveness levels were analyzed by loading them numerically into the SPSS 15.0 (Statistical Package for Social Sciences) package program. In the analysis of the data, descriptive statistical methods (frequency, percentage, mean, standard deviation) as well as independent sample t-test, One-way ANOVA analysis and Pearson correlation were used. When the research findings are examined; While there was no difference between the participants in terms of gender variable; It was found that married teachers' perceptions of general positive psychological capital and the sub-dimensions of self-efficacy, optimism, confidence and hope were higher than those of single teachers. When examined in terms of the branch variable, it was determined that the perception of positive psychological capital of music and social studies teachers was higher than that of other branch teachers. It was observed that there was no significant difference in terms of age and educational status variables. In addition, it was concluded that there was a low level of the positive and statistically significant relationship between positive psychological capital and school effectiveness levels.