The relationship between teachers' shared leadership perceptions at schools and psychological capitals

The aim of this study is determining the relationship between shared leadership applies of schools and psychological capitals of teachers. In the relational screening model, 3986 teacher who worked in 2016-2017 school year in Usak province formed the target population of study and 345 elementary, middle and high school teachers formed the study sample. Simple random sampling has been used in the study. Datas were collected by using "Shared Leadership Scale" and "Psychological Capital Scale". Confirmatory factor analysis, arithmetic mean, one-way analysis of variance, T-test, Pearson product-moment coefficient and simple linear regression analysis were used in the analysis of data. According to the study results, teachers' perception level about the to shared leadership perceptions is high-level in completion of common tasks in shared leadership, levels of mutual skill development, emotional support dimensions, on the other hand it is low-level in employees' non-central interactivity dimensions. Shared leadership styles are seen to have a high level of teacher perceptions about the level of existence in schools in general. In this study, it is observed that teachers' perceptions about shared leadership style differ significantly in some dimensions of shared leadership, depending on professional seniority, number of teachers in school, school level and educational status variables. It is concluded that the other variable of the study, teachers' perceptions about psychological capital level is very high. Psychological capital levels of teachers were examined according to variables of gender, graduation status, working time in the same school, seniority, school level, number of teachers in the school, and no significant difference was found. According to another result of the study, positively significant low-level relationship detected between teachers' perception about shared leadership style and perception about psychological capital level's self-efficacy, optimism, confidence, extroversion and durability dimensions. No significant relationship detected between teachers' perception about shared leadership style and perception about psychological capital level's hope dimension. Again, according to result of the study, positively low-level relationship was found between teachers' perception about dimensions of shared leadership, completion of common tasks in shared leadership, levels of mutual skill development, emotional support dimensions and levels of psychological capital. There is no significant relationship between the non-central interactivity dimension of the shared leadership among employees and the levels of psychological capital. It is observed by the result of the study that according to teachers' perceptions, shared leadership's completion of common tasks mutual skill development, non-central interactivity dimension among employees cannot be able to predict teachers' psychological capital levels while emotional support dimension predicts teachers' psychological capital significantly.