Personal factors affecting teachers' cultural and psychological capital levels: A meta-analytical analysis

The aim of this studyis to test the effects of some demographic characteristics of teachers on their cultural capital and psychological capital with the method of meta-analysis. In order to determine the studies to be included in the meta-analysis, first of all, a literature review was made on the databases of YÖK, ULAKBİM, Google Scholar, EBSCO and SOBİAD. With the developed scaning strategy, among the studies cultural capital, 6 studies involving the gender variable, 4 studies involving the Education level variable and 4 studies involving the preschool taking variable were included in the meta-analysis. Among the studies on psychological capital, 31 studies involving the gender variable, 14 studies in volving the Education level variable and 15 studies in volving the marital status variable were included in the meta-analysis. The data of the included studies were collected in an Excel file and then transferred to the Comprehensive Meta-Analysis program andanalyzed. All meta-analyses were based on the random effects model. According to the findings obtained as a result of the analysis, it was seen that gender, education level and pre-school education status did not have a significant effect on the cultural capital of the teachers. In the analyzes made in terms of psychological capital, it was seen that gender had an insignificant effect on the sub-dimension of trust [d= .065] and the level of education had a low effect on the sub-dimensions of hope [d= .161] and trust [-.173]. According to these results, female teachers are in the sub-dimension of trust; It has been understood that teachers who have graduate education have a higher perception of psychological capital in the sub-dimensions of hope and trust. It was determined that marital status did not have a significant effect on teachers' psychological capital.