Teachers’ Perceptions of Positive Psychological Capital: A Mixed Method Approach

Ebru Külekçi Akyavuz

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Abstract


This study first investigated the teachers' perceptions of positive psychological capital. Then, barriers negatively affecting teachers’ positive psychological capital in educational organizations and the practices possible to be implemented were examined. The convergent parallel mixed method research design was used as the research methodology. The study group consisted of the teachers working in Kilis province in the 2019-2020 academic year. Demographic information form, positive psychological capital scale, and an interview form were used to collect data. Results of this study indicated that the teachers were strongly agree with psychological capital. Furthermore, the results indicated that the factors that prevented teachers from positive psychological capitol were related to administrators, teaching profession, parents, colleagues, students, institutions, and teachers themselves. This study concluded that providing social, academic, and economic support to teachers would increase their positive psychological capital, and the following practices could ensure this support: improvement of working conditions, increasing the prestige of the profession, and providing in-service training.


Keywords


Positive psychological capital, Teacher, Barrier, Suggestion

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References


Kulekci Akyavuz, E. (2021). Teachers’ perceptions of positive psychological capital: A mixed method approach. International Journal of Research in Education and Science (IJRES), 7(3), 933-953. https://doi.org/10.46328/ijres.2020




DOI: https://doi.org/10.46328/ijres.2020

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Copyright (c) 2021 International Journal of Research in Education and Science

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International Journal of Research in Education and Science (IJRES)
 
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Editor: Wilfried Admiraal, The Netherlands

Place of Publication: Turkey & Name of Publisher: Ismail Sahin

ISSN: 2148-9955 (Online)