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İlköğretim Öğretmenlerinin Pozitif Psikolojik Sermaye Algıları Düzeylerinin Okul İklimi Üzerindeki Etkisinin İncelenmesi

Year 2021, Volume: 18 Issue: 44, 7721 - 7748, 26.12.2021
https://doi.org/10.26466/opus.934995

Abstract

Bu araştırma kapsamında ilköğretim kurumlarında görev yapan öğretmenlerin okul iklimi düzeyleri ve pozitif psikoloji sermaye algılarının belirlenmesi, bu iki değişken arasındaki ilişkinin incelenmesi ve yine bu iki değişken çeşitli bağımsız değişkenler doğrultusundaki farklılaşması incelenmiştir. Araştırma kapsamında gönüllülük esasına dayalı olarak 119 tane ilköğretim öğretmenine ulaşılmıştır. Araştırma kapsamında katılımcılardan iki farklı ölçme aracı üzerinden veri toplanmıştır, bunlar; (1) Okul İklimi Ölçeği ve (2) Pozitif Psikolojik Sermaye Ölçeğidir. Yapılan araştırma sonucuna göre, ilköğretim kurumlarında görev yapan öğretmenlerin okul iklimi algılarının yüksek olduğu söylenebilir (X ̅=91.54).Okul iklimi algısının öğretmenlerin, cinsiyet, yaş, görev süresi ve branşlarına göre farklılaşmamaktadır. Bununla birlikte, ilköğretim kurumlarında görev yapan öğretmenlerin pozitif psikolojik sermaye algı düzeylerinin yüksek olduğu söylenebilir ( X ̅=94.58). Bu çalışmada, ilköğretim kurumlarında görev yapmakta olan öğretmenlerin pozitif psikolojik sermaye düzeyleri demografik değişkenlere göre anlamlı bir fark göstermemiştir. İlköğretim kurumlarında görev yapan öğretmenlerin okul iklimi algıları ile pozitif psikolojik sermaye algıları arasındaki ilişkinin belirlenebilmesi amacıyla Pearson momentler çarpımı korelasyon katsayısı hesaplanmıştır. Hesaplama işlemine geçilmeden önce normallik, doğrusallık ve eş varyanslılık varsayımları kontrol edilmiştir. Yapılan analiz sonucunda ilköğretim öğretmenlerinin okul iklimi algıları ile pozitif psikolojik sermaye algıları arasında anlamlı bir ilişki olmadığı görülmüştür, r=.198, n=78, p=.081.

References

  • Akçay, V. (2014). Psikolojik Sermaye Ölçeği uyarlaması: Geçerlik ve Güvenirlik çalışması. Üçüncü Sektör Sosyal Ekonomi, 49(2), 72-84.
  • Anderson, C. (1982). The Searchh for school climate: A review of the research. Review of Educational Research, 18(2), 368-420.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Boud, D., Lankford, H., Grossman, P., Loeb, S. ve Wyckoff, J. (2006). How changes in entry requirements alter the teacher workforce and affect student achievement. Education Finance and Policy, 48(2), 176-216.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö., Karadeniz, Ş. ve Demirel, F. (2016). Bilimsel araştırma yöntemleri (21. b.). Ankara: Pegem Akademi Yayıncılık. doi:10.14527/9789944919289.
  • Canlı, S., Demirtaş, H. ve Özer, N. (2018). Okul İklimi Ölçeğinin geçerlik ve güvenirlik çalışması [A Validity and Reliability Study for the School Climate Scale]. İlköğretim Online [Elementary Education Online], 17(4), 1797-1811. doi:10.17051/ilkonline.2019.506842.
  • Cohen, J. ve Michelii, N. (2006). Evaluating school climate: Promoting the skills, dispositions and a climate for democracy. National Network for Educational Renewal News, 74(8), 2-4.
  • Freiberg, H. (1999). School climate: Measuring, improving and sustaining healthy learning environments. Philadelphia: Falmer Press.
  • Greenberg, M., Weissberg, R., O’Brien, M., Zins, J., Fredericks, L. ve Resnik, H. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 3(1),466-474.
  • Haplin, A. ve Croft, D. (1963). Organizational climate of schools. Chicago: MidwestAdministration Center, University of Chicago.
  • Hoge, D., Smit, E. ve Hanson, S. (1990). School experiences predicting changes in self-esteem of sixth- and seventh-grade students. Journal of Educational Psychology, 82,117-127.
  • Homana, G., Barber, C. ve Torney-Putra, J. (2006). Background on the school citizenship education climate assessment. Denver: Education Commission of the States.
  • Kasen, S., Johnson, P. ve Cohen, P. (1990). The impact of social emotional climate on student psychopathology. Journal of Abnormal Child Psychology, 5,165-177.
  • Khan, A., Siraj, S. ve Li, L. (2011). Role of positive psychological strengths and big five personality traits in coping mechanism of university students. International Conference on Humanities (s.210-215). Society and Culture. http://www.ipedr.com/vol20/41-ICHSC2011-M10027.pdf adresinden alındı. 20.09.2021.
  • Kline, R. (2016). Principles and practice of structural equation modeling. New York: The Guilford Press.
  • Luthans, F., Youssef, C. ve Avolio, B. (2007). Psychological capital: Developing the human competitive edge. New York: Oxford University Press.
  • Luthas, F. (2002). The need for and meaning of positive organizational behavior. Journal of Organizational Behavior, 23(2),695-706.
  • Malone, L. (2010). Individual differences and stress reactions as predictors of performance in pilot trainees. Available from ProQuest Dissertations and Theses database. https://krex.k-state.edu/dspace/handle/2097/4131.20.08.2021.
  • McMillan, D. (1996). Sense of community. Journal of Community Psychology, 24(4), 315-325.
  • Pallant, J. (2016). SPSS survival manual (6. b.). New York: McGraw Hill Education.
  • Peterson, S. ve Luthans, F. (2003). The positive impact and development of hopeful leaders. Leadership and Organization Development Journal, 24,36-31.
  • Seligman, M. (2002). Authentic happiness. New York: Free Press.
  • Tabachnick, B. ve Fidell, L. (2013). Using multivariate statistics. New York: Pearson Education.

The Predictive Power of Positive Psychological Capital on School Climate: Primary Teachers’ Examination

Year 2021, Volume: 18 Issue: 44, 7721 - 7748, 26.12.2021
https://doi.org/10.26466/opus.934995

Abstract

The study aimed to investiagate the school cilmate and its relationship to positive psychological capital among primary school teachers. The study was conducted to determine whether primary school teachers develop their school climate, and whether school climate would increase positive psychological capital levels. The participants of the study were composed of 114 primary school teacher were selected randomly around Istanbul. The data were based on quantitative data. For the data analysis Pearson Product-Moment Correlation, and a series of ANOVA test were utilized. The results revealed that there was no a pozitif significant correlation between percieved school climate and positive psychological capital (r=.198, n=78, p=.081). Meanwhile, the study showed that primary school teachers’ school climate perception and positive psychological capital perceptions were high ( X ̅=94.58). In addition, there was no significant difference between positive psychological capital perceptions of primary school teachers and demographic variables.

References

  • Akçay, V. (2014). Psikolojik Sermaye Ölçeği uyarlaması: Geçerlik ve Güvenirlik çalışması. Üçüncü Sektör Sosyal Ekonomi, 49(2), 72-84.
  • Anderson, C. (1982). The Searchh for school climate: A review of the research. Review of Educational Research, 18(2), 368-420.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Boud, D., Lankford, H., Grossman, P., Loeb, S. ve Wyckoff, J. (2006). How changes in entry requirements alter the teacher workforce and affect student achievement. Education Finance and Policy, 48(2), 176-216.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö., Karadeniz, Ş. ve Demirel, F. (2016). Bilimsel araştırma yöntemleri (21. b.). Ankara: Pegem Akademi Yayıncılık. doi:10.14527/9789944919289.
  • Canlı, S., Demirtaş, H. ve Özer, N. (2018). Okul İklimi Ölçeğinin geçerlik ve güvenirlik çalışması [A Validity and Reliability Study for the School Climate Scale]. İlköğretim Online [Elementary Education Online], 17(4), 1797-1811. doi:10.17051/ilkonline.2019.506842.
  • Cohen, J. ve Michelii, N. (2006). Evaluating school climate: Promoting the skills, dispositions and a climate for democracy. National Network for Educational Renewal News, 74(8), 2-4.
  • Freiberg, H. (1999). School climate: Measuring, improving and sustaining healthy learning environments. Philadelphia: Falmer Press.
  • Greenberg, M., Weissberg, R., O’Brien, M., Zins, J., Fredericks, L. ve Resnik, H. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 3(1),466-474.
  • Haplin, A. ve Croft, D. (1963). Organizational climate of schools. Chicago: MidwestAdministration Center, University of Chicago.
  • Hoge, D., Smit, E. ve Hanson, S. (1990). School experiences predicting changes in self-esteem of sixth- and seventh-grade students. Journal of Educational Psychology, 82,117-127.
  • Homana, G., Barber, C. ve Torney-Putra, J. (2006). Background on the school citizenship education climate assessment. Denver: Education Commission of the States.
  • Kasen, S., Johnson, P. ve Cohen, P. (1990). The impact of social emotional climate on student psychopathology. Journal of Abnormal Child Psychology, 5,165-177.
  • Khan, A., Siraj, S. ve Li, L. (2011). Role of positive psychological strengths and big five personality traits in coping mechanism of university students. International Conference on Humanities (s.210-215). Society and Culture. http://www.ipedr.com/vol20/41-ICHSC2011-M10027.pdf adresinden alındı. 20.09.2021.
  • Kline, R. (2016). Principles and practice of structural equation modeling. New York: The Guilford Press.
  • Luthans, F., Youssef, C. ve Avolio, B. (2007). Psychological capital: Developing the human competitive edge. New York: Oxford University Press.
  • Luthas, F. (2002). The need for and meaning of positive organizational behavior. Journal of Organizational Behavior, 23(2),695-706.
  • Malone, L. (2010). Individual differences and stress reactions as predictors of performance in pilot trainees. Available from ProQuest Dissertations and Theses database. https://krex.k-state.edu/dspace/handle/2097/4131.20.08.2021.
  • McMillan, D. (1996). Sense of community. Journal of Community Psychology, 24(4), 315-325.
  • Pallant, J. (2016). SPSS survival manual (6. b.). New York: McGraw Hill Education.
  • Peterson, S. ve Luthans, F. (2003). The positive impact and development of hopeful leaders. Leadership and Organization Development Journal, 24,36-31.
  • Seligman, M. (2002). Authentic happiness. New York: Free Press.
  • Tabachnick, B. ve Fidell, L. (2013). Using multivariate statistics. New York: Pearson Education.
There are 23 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Articles
Authors

Ali Akdoğan 0000-0003-1498-4576

Publication Date December 26, 2021
Acceptance Date November 27, 2021
Published in Issue Year 2021 Volume: 18 Issue: 44

Cite

APA Akdoğan, A. (2021). İlköğretim Öğretmenlerinin Pozitif Psikolojik Sermaye Algıları Düzeylerinin Okul İklimi Üzerindeki Etkisinin İncelenmesi. OPUS International Journal of Society Researches, 18(44), 7721-7748. https://doi.org/10.26466/opus.934995