Abstract:

The purpose of this study was to investigate teachers’ levels of psychological capital and their organizational stress sources and analyze these in terms of some variables. This study used a descriptive survey model. The sample of the study consisted of 364 teachers. “The Psychological Capital Scale” and “The Organizational Stress Sources Scale” were used in the study. Frequency, percentage distribution, arithmetic mean, standard deviation, t-test and one-way analysis of variance (ANOVA) were used in the analysis. As a result of the study, it was found that the teachers’ hope, self-efficacy, job-specific stress and stress from career development were on the highest levels, and their psychological resilience, optimism, organizational structure and experiences of climate-related stress were on the lowest levels. When the teachers' organizational stress source levels were examined, it was found that the female teachers had higher stress from relationships at work and stress from organizational role than the male teachers, whereas the teachers with a seniority of 20 years or more were found to have higher career-related stress, job-specific stress source levels than the teachers with a seniority of 0-5 years. It was found that the perceptions of the branch teachers’ job-specific stress and organizational stress were higher than those of the form teachers. The male teachers had higher self-efficacy levels than the female teachers. It was found that the perceptions of the teachers with a seniority of 20 years or more on psychological capital and self-efficacy were higher than the teachers with a seniority of 0-5 years. The teachers with seniority levels of 0-5 years seniority teachers had higher optimism and hope perceptions than the teachers with a seniority of 20 years or more. According to the school type variable, the teachers working at religious secondary schools had higher self-efficacy and psychological resilience perceptions than the primary school teachers. The teachers working in a democratic environment had higher perceptions of psychological capital, optimism, hope and self-efficacy than the teachers working in an uninterested environment. Suggestions were made to reduce the stress sources experienced by teachers and improve their psychological capital levels.

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