Abstract:

Psychological capital is a psychological resource, an element of human and social capital, which encourages performance and development at the individual level, and also provides an increase in efficiency and investment return on the organizational level and provides competitive advantage to organizations. It is therefore an important power that needs to be managed in the public, private sector or civil society organizations in terms of organizational structure. The information that can be obtained at the end of the measurement of the psychological capital of organizations is beneficial to the various decisions taken by the management and allows for managing a power that provides personal and organizational efficiency and performance improvement. In order to the goals of the companies and to obtain successful results, it is necessary to create a whole of the other elements, together with the ability of the employees not sufficient. In the internal and external environment, a business must have a perceptible style and character. This particular identity that each organization must have a different identity is called the organization culture. The main purpose of this research is to identify the relationships between the psychological capital and school culture perceptions of teachers working in pre-school institutions, determining whether the psychological capital and school culture perceptions differ according to demographic factors. The university has been selected pre-school educational institutions located in the Northern Cyprus Turkish Republic (KKTC). In 2018, the survey was applied to teachers who work in pre-school education institutions located in Lefkoşa and Gazimağusa cities. The first part of the survey included the demographic characteristics of the participants, the second part included the scale of school culture, and the third part included the scale of psychological capital. The results of the study were analyzed using the SPSS 22.0 package program. The average, smallest and greatest values, equivalent to the total points received by the participants from the lower dimensions of the school culture and psychological capital scales, the standard deviation, and the identifiable statistics were analyzed with the Skewness Kurtosis test. In addition, to determine the differences between the demographic characteristics of the scale of the school culture and the scale of the psychological capital and the t test analysis, the Pearson correlation analysis was used to determine the correlations between the two scale and the scale used in the research. The correlation analysis resulted in a negative, low-level meaningful relationship between school culture perceptions and psychological capital levels of pre-school teachers. The results of the research are estimated to contribute to the development of literature in this field and the subsequent work to be done.