EXAMINATION OF PSYCHOLOGICAL CAPITAL LEVELS OF TEACHERS – CASE OF ELAZIG PROVINCE, TURKEY

Zülfü Demirtaş, Özkan Küçük

Abstract


The purpose of this study is to identify the levels of teacher perceptions on psychological capital and the sub-dimensions with respect to gender, marital status, professional seniority, branch and educational status variables. The study was designed with the relational screening model. The study group consists of a total of 356 teachers working in 21 secondary school institutions in the center of Elazığ. The Psychological Capital scale was used in the study. According to the study results, psychological capital levels of teachers are at; “high level” for the psychological resilience, hope and self-efficacy dimensions, “moderate level” for the optimism dimension. It was observed that psychological capital levels of teachers significantly differ at resilience and hope dimensions for the gender variable; at all dimensions for the marital status variable; at hope and self-efficacy dimensions for the professional seniority. There were no significant differences in teacher opinions for the branch and educational status variables. 

 

Article visualizations:

Hit counter

DOI

Keywords


positive psychology, psychological capital, teacher

Full Text:

PDF

References


Akman, Y. (2016). Examination of psychological capital perceptions of teacher with respect to various variables. Ziya Gökalp Faculty of Education Journal 28, 268-277.

Argon, T. and Tükel, H. (2016). Examination of psychological capital perceptions and burnout levels of education inspectors. Modern Management Sciences Journal, 3(1), 1-16.

Aslan, İ. (2017). Examination of the relationship between psychological capital perceptions and organizational commitment levels of teachers. Master’s Thesis. Siirt University, Institute of Social Sciences. Siirt.

Aydın, A., Yılmaz, K. and Altınkurt, Y. (2013). Positive psychology in education management. International Human Sciences Journal, 10 (1), 1470-1490.

Bahadır, E. (2018). Examination of the relationship between psychological capital levels of teachers and toxic leadership behaviors of school principals. Doctoral Dissertation, Recep Tayyip Erdoğan University Institute of Social Sciences, Rize.

Berberoğlu, N. (2013). Effect of psychological capital on organizational citizenship behaviors: a field study. Master’s Thesis. Gazi University Institute of Social Sciences, Ankara.

Bostancı, A. B. and Şarbay, B. (2018). Relationship between leadership applications in schools and psychological capitals of teachers. Anatolian Educational Leadership and Instructing Journal, 6(2), 1-21.

Büyükgöze, H. and Kavak, Y. (2017). Relationship between perceived organizational support and positive psychological capital: An examination on high school teacher’s sample. Educational Management in Theory and Practice Journal, 23(1), 1-32.

Çetin, F. and Basım, H. N. (2012). Organizational psychological capital: A scale adaptation study. Public Administration Journal, 45(1), 121-137.

Çınar, E. (2011). Relationship between positive psychological capital and organizational commitment. Master’s Thesis. Dokuz Eylül University Institute of Social Sciences, İzmir.

Çimen, İ. and Özgan, H. (2018). Contributing and damaging factors related to the psychological capital of teachers: A qualitative analysis. Issues in Educational Research, 28(2), 308-328.

Ekin, A. (2017). Examination of positive psychological capital perceptions of psychical education and training teachers with respect to various variables. Master’s Thesis. Karamanoğlu Mehmet Bey University Institute of Social Sciences, Karaman.

Envick, B.R. (2005). Beyond human and social capital: The Importance of positive psychological capital for entrepreneurial success. The Entrepreneurial Executive, 10, 41-52.

Eryılmaz, A. (2013). Applying positive psychology in the field of psychological counseling and guidance with respect to developmental and preventive services. The Journal of Happiness & Well-Being, 1 (1), 1-19.

Eser, İ. (2018). Mediator role of positive psychological capital on the relationship of ethical leadership perceptions over job integration. Doctoral Thesis, Gaziantep University Institute of Educational Sciences, Gaziantep.

Göçen, A. (2019). Effect of Life Meaning, Psychological Capital and Gender of Teachers on their Well-Being. Cumhuriyet International Education Journal, 8 (1), 135-153.

Kahveci, G., Gülay, S. S. and Bahadır, E. (2019). Examination of the relationship between favoritism perceptions and psychological capital levels of teachers. Mehmet Akif Ersoy University Faculty of Education Journal, 50, 167-197.

Karasar, N. (2012). Scientific research Method. Ankara: Nobel Publication.

Kaya, A., Balay, R. and Demirci, Z. (2014). Examination of psychological capital levels of teachers working in secondary schools (Şanlıurfa province case). Electronic Social Sciences Journal, 13 (48), 47-68.

Kaya, Ç. and Altınkurt, Y. (2018). Role of psychological and structural reinforcement on the relationship between psychological capital and burnout levels of teachers. Education and Science, 43(193), 63-78

Kelekçi, H. and Yılmaz, K. (2015). Relationship between positive psychological capital of teachers and their self-efficacy beliefs. Mersin University Faculty of Education Journal, 11(3), 992-1007.

Keser, S. (2013). Comparison of Authentic Leadership and Psychological Capital Characteristics of Primary School Teachers. Master’s Thesis. Yıldız Teknik University Institute of Social Sciences, İstanbul.

Luthans, F. (2002). The need for and meaning of positive organizational behavior. Journal of Organizational Behavior, 23 (6), 695-706.

Luthans, F., Luthans, K. & Luthans, B. (2004). Positive psychological capital: Going beyond human and social capital. Business Horizons, 47 (1), 45–50.

Luthans, F. & Youssef, C. M. (2004). Human, social, and now positive psychological capital management. Organizational Dynamics, 33 (2), 143-160.

Luthans, F., Avolio, B. J., Avey, J. B., & Norman, S. M. (2007). Positive psychological capital: Measurement and relationship with performance and satisfaction. Personnel psychology, 60 (3), 541-572.

Öztekin Bayır, Ö. (2018). Relationship between authentic leadership and psychological capital, work commitment and school success. Doctoral Thesis, Osmangazi University Institute of Educational Sciences, Eskişehir.

Polatçı, S. (2011). Role of job-family distribution and psychological well-being on the effect of psychological capital over performance. Doctoral Thesis. Erciyes University Institute of Educational Sciences, Kayseri.

Samancı, S. and Basım, H. N. (2018). Organizational justice perceptions and organizational citizenship behaviors of academicians: Mediator role of psychological capital. Business and Economics Research Journal, 9 (2), 363-380.

Savur, N. (2013). A study on the relationship between authentic leadership and psychological capitals of workers. Master’s Thesis. Afyon Kocatepe University Institute of Educational Sciences, Afyonkarahisar.

Seligman, M. E. (1998). What is the good life. APA monitor, 29(10), 2.

Sünkür, M. (2014). Effect of positive psychological capital perceptions of primary school teachers on job satisfaction and organizational commitment. Doctoral Thesis. Fırat University Institute of Educational Sciences, Elazığ.

Tösten, R. and Özgan, H. (2014). Positive psychological capital scale: Validity and reliability study. EKEV Academic Journal, 18 (59), 429-442.

Tösten, R. (2017). Examination of teacher perceptions on positive psychological capital. Doctoral Dissertation. Gaziantep University Institute of Educational Sciences, Gaziantep.

Tösten, R., Avcı, Y. E., and Yıldırım, İ. (2018). Relationship between psychological capital and organizational commitment: A study in educational institutions. Mustafa Kemal University Faculty of Education Journal, 2 (3), 21-29.

Uysal, B., Özçelik, G., and Uyargil, C. (2018). Results of individual job configuration: Evaluation of the effect of individual job configuration on psychological capital and work commitment. Management Sciences Journal, 16 (32), 651-666.

Yılmaz, Y. (2019). Relationship between organizational cynicism and psychological capital with respect to teacher perceptions. Master’s Thesis. Necmettin Erbakan University, Institute of Educational Sciences, Konya.




DOI: http://dx.doi.org/10.46827/ejes.v0i0.2685

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Zülfü Demirtaş, Özkan Küçük

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).