Abstract:

In this study, it is aimed to investigate the relationship between positive psychological capital and organizational identification according to teachers' views. The population of the study using the relational survey model is 1893 teachers working in public secondary schools in Kepez district of Antalya province in the academic year of 2018-2019. The sample of the research consists of 331 teachers determined by random sampling. The data of the study were collected through "Positive Psychological Capital Scale" developed by Tösten and Özgan (2014) and "Organizational Identification Scale" developed by Mael and Ashforth (1992) and adapted to Turkish by Şahin (2014). Arithmetic mean, standard deviation, correlation and regression analysis were used to analyse sub-problems of the research. According to the results of the study, the positive psychological capital perceptions of teachers were very high and the perceptions of organizational identification were high. Teachers responded to the confidence at the highest level and the optimism dimension at the lowest level for the positive psychological sub dimensions. A moderate relationship was found between the general positive psychological capital and organizational identification perceptions of teachers in a positive direction. Considering all sub-dimensions of positive psychological capital together, it explains organizational identification significantly.

Keywords: