The mediating role of positive psychological capital of the realitionship between visionary leadership and talent management acording to teacher perceptions

The aim of this study is to determine the teachers' visionary leadership and talent management competence and teachers' positive psychological capital levels according to the perceptions of teachers working in secondary education institutions; whether the relevant variables show a significant difference according to some characteristics of their individual, vocational and school, and teachers' perceptions of the teachers' positive psychological capital levels in the relationship between school principals' visionary leadership and talent management competence. The research was conducted in relational screening model. In the research process, structural equation modeling was used to test the relationship between variables and a theoretical model containing variables. The study was carried out with 287 teachers who were working in the official secondary schools of the Ministry of National Education in the borders of Büyükçekmece and Çatalca district of İstanbul in the 2017-2018 academic year. "Personal Information Form" , "Visionary Leadership Scale" by developed Çınar and Kaban (2012), "Talent Management In Education Scale" by developed Yerlikaya (2017) and" Positive Psychological Capital Scale" by developed Tösten and Özgan (2014) were used in the study. Arithmetic mean, standart deviation, t-test, ANOVA, LSD, Pearson Product-Moment Correlation Coefficients and structural equation modeling were used to analyze the data obtained from 287 teachers. The data were analyzed by SPSS 20.0 and LISREL 8.7. According to the perceptions of the teachers working in secondary education, the visionary leadership and talent management levels of the school principals and the teachers' positive psychological capital levels were determined. As a result of the research, it was seen that the teachers' perceptions of principal's visionary leadership and talent management levels and teachers' positive psychological capital levels were high. In the "be action oriented" sub-dimension of visionary leadership, in the "development of goals and ability" sub-dimension of talent management, in the "trust" sub-dimension of positive psychological capital the highest averages was observed. For teachers' perceptions, visionary leadership and talent management scale, gender, marital status, branch and educational status do not differ. In the positive psychological capital scale, there was no significant difference in seniority year and branch variables. Significant differences were observed in the perceptions of teachers regarding visionary leadership scale and talent management scale in education and overall dimensions according to age, duration of service, type of school and number of teachers in the school. Significant differences were found in terms of gender, marital status, age, education level, type of school and number of teachers in the school. According to the teachers' perceptions, there is a high positive relationship between the visionary leadership characteristics and talent management characteristics of school principals; there was a low level positive correlation between visionary leadership characteristics of school principals and teachers' positive psychological capital levels; it was found that there was a mideum level positive relationship between the talent management characteristics of the school principals and the teachers' positive psychological capital levels, and according to the teachers' perceptions, there was a partial mediator role of teachers' positive psychological capital levels in the visionary leadership and talent management relationship.