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Bu araştırmanın amacı öğretmenlerin pozitif psikolojik sermaye algıları ile problem çözme becerileri arasındaki ilişkiyi incelemektir. Araştırma nicel desenli olup ilişkisel tarama modelindedir. Araştırmanın evrenini 2017-2018 öğretim yılında Şırnak merkezinde bulunan 39 ilkokul, 37 ortaokul ve 13 lisede görev yapan toplam 1161 öğretmen oluşturmaktadır. Ancak evreni temsil edeceği düşünülen tabakalı örneklem alma yoluna gidilmiştir. Bu amaçla araştırma 496 öğretmen ile yürütülmüştür. Araştırma verilerinin toplanmasında iki ölçek kullanılmıştır. Ölçme aracı üç bölümden oluşmakta olup birinci bölümde öğretmenlerin kişisel bilgilerini almaya yönelik sorular, ikinci bölümde psikolojik sermaye ölçeği ve üçüncü bölümde problem çözme becerisi envanteri yer almıştır. Öğretmenlerin pozitif psikolojik sermaye algılarını ölçmek amacıyla Tösten ve Özgan (2014) tarafından geliştirilen 6 boyuttan ve 26 maddeden oluşan ‘Pozitif Psikolojik Sermaye Ölçeği’ ve öğretmenlerin problem çözme becerilerini ölçmek amacıyla Heppner (1988) tarafından geliştirilen ve Şahin, Şahin ve Heppner (1993) tarafından Türkçe’ye uyarlanan 6 boyut ve 35 maddeden oluşan problem çözme envanteri uygulanmıştır. Elde edilen verilerin çözümlenmesinde betimsel (tanımlayıcı) testlerden, korelasyon testi ve regresyon analizinden yararlanılmıştır. Araştırma sonucunda, öğretmenlerin pozitif psikolojik sermaye algılarının yüksek düzeyde olduğu; problem çözme becerilerinin orta düzeyde olduğu; pozitif psikolojik sermaye algıları ile problem çözme becerileri arasında orta düzeyde pozitif yönde ilişkinin olduğu; öğretmenlerde pozitif psikolojik sermayenin problem çözme becerisini yordamasında modelin anlamlı olduğu ve %10 yordadığı görülmüştür.
The aim of this research is to examine the relationship between the teachers’ positive psychological capital perceptions and problem solving skills. The research has quantitative pattern and is in the relative screening model. The universe of research constitutes a total of 1161 teachers working in 39 primary schools, 37 secondary schools and 13 high schools in Şırnak's center in 2017-2018 school year. However, it has been gone in the way of stratified sampling which is thought represents the universe. For this purpose, the research was carried out with 496 teachers. Two scales were used for the collection of the research data. The measurement tool consists of three parts and in the first part there are questions about getting personal information about teachers, in the second part there is psychological capital scale and in the third part there are problem solving skill inventory. 'Positive Psychological Capital Scale', which was developed by Tösten and Özgan (2014) and consists of 6 dimensions and 26 items, was used with the aim of measuring teachers' positive psychological capital perception and to measure teachers' problem solving skills problem solving inventory which is developed by Heppner (1988) and applied in Turkish by Shahin, Shahin and Heppner (1993) and consists of 6 dimensions 35 items. Descriptive tests, correlation tests and regression analysis were used to analyze the obtained data. As a result of the research, it was found that the teachers’ positive psychological capital perception are high; their problem solving skills are moderate; there is a moderate positive relationship between positive psychological capital perception and problem solving skills; the model was meaningful and 10% predicted in the process of problem solving skills of positive psychological capital in teachers.
The aim of this research is to examine the relation between the teachers’ positive psychological capital perceptions and problem solving skills. The research has quantitative pattern and is in the relational screening model. The universe of research constitutes a total of 1161 teachers working in 39 primary schools, 37 secondary schools and 13 high schools in Şırnak’s center in 2017-2018 school year. However, it has been gone in the way of stratified sampling which is thought represents the universe. For this purpose, the research was carried out with 496 teachers. Two scales were used for the collection of the research data. The measurement tool consists of three parts and in the first part there are questions about getting personal information about teachers, in the second part there is psychological capital scale and in the third part there are problem solving skill inventory. ‘Positive Psychological Capital Scale’, which was developed by Tösten and Özgan (2014) and consists of 6 dimension and 26 items, was used with the aim of measuring teachers’ positive psychological capital perception and to measure teachers’ problem solving skills problem solving inventory which is developed by Heppner (1988) and applied in Turkish by Şahin, Şahin and Heppner (1993) and consists of 6 dimensions 35 items. Descriptive tests, correlation test and regression analysis were used for analyzing the obtained data. As a result of the research, it was found that the teachers’ positive psychological capital perception are high; their problem solving skills are moderate; there is a moderate positive relation between positive psychological capital perception and problem solving skills; the model was meaningful and 10% predicted in the process of problem solving skills of positive psychological capital in teachers.
Alan : Eğitim Bilimleri
Dergi Türü : Ulusal
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