Abstract:

This study aims to identify the relationship between organizational climate in educational institutions and teachers’ perceptions of positive psychological capital using the pattern-correlation method, a quantitative research method. The study selected a total of 382 teachers working in the central districts of Denizli Province during the 2019-2020 academic year as its participants using the simple random sampling method. The data were collected online using the Positive Psychological Capital and the School Climate Questionnaire. The teachers were found to have high levels of positive perceptions toward psychological capital and organizational climate. The teachers were also found to have different perceptions of positive psychological capital with respect to the variables of gender, educational status, seniority, type of school, type of high school, and the school’s socio-economic level and to have similar perceptions with respect to the variables of work experience and branch. Meanwhile, the teachers were found to have different perceptions of school climate and certain sub-dimensions with respect to gender, work experience, branch, type of high school, and the school’s socio-economic level and to have similar perceptions of school type and certain sub-dimensions with respect to the variables of educational level, seniority, and school type. A positive moderate correlation was also found to exist between positive psychological capital and organizational climate. The multiple regression analysis found the dimensions of organizational climate, democracy, school dedication, and success factors to be significant predictors of psychological capital. The study also developed recommendations that will contribute to policy makers, implementers, and researchers who aim to increase the positive impact of organizational climate on teachers’ positive psychological capital.

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