Effect of perceived positive psychological capital of primary school teachers on their job satisfaction and organizational commitment

The aim of this study is to assess the influence of perceived positive psychological capital of primary school teachers on their job satisfaction and organizational commitment level. The target population of this research, which falls in descriptive and relational screening model, is 9102 teachers working in primary schools in the city of Diyarbakır during 2012-2013 educational year. In order to determine research sample, Cochran's sample size formula was employed and the outcome was taken as the minimum number. In this regard, 1495 questionnaires were distributed and 900 out of the 1035 returned questionnaires were evaluated. The research used as data collection tools Psychological Capital Scale, developed by Luthans et al. (2007), Minnesota Satisfaction Questionnaire, developed by Weiss et al. (1967), and Organizational Commitment Questionnaire for Teachers, developed by Üstüner (2009). Parametric and nonparametric tests were applied through SPSS (Statistical Package for the Social Sciences) to analyse collected data, and a model was developed through AMOS (Analysis of Moment Structures) program in order to assess the effect of perceived psychological capital of teachers on their job satisfaction and organizational commitment level. Results of descriptive and basic analyses show that teachers' perception of psychological capital is generally "high" and the level does not vary according to their gender, age, marital status and field, yet it varies depending on their professional seniority and the type of school they work in. Furthermore, the level of job satisfaction among teachers is generally "intermediate" and the level does not vary according to their gender, marital status and branch, but it varies depending on their age, professional seniority, educational background and the type of school they work in. Finally, the level of organizational commitment of teachers is mostly "intermediate" and it does not vary according to their marital status and branch, yet it varies depending on their gender, age, professional seniority, educational background and the type of school they work in. Results of structural equation modelling indicate that teachers' perception of psychological capital positively influences and significantly predicts their job satisfaction and organizational commitment. According to the results of mediation test, job satisfaction has mediation effect between psychological capital and organization commitment. Keywords: Psychological capital, Job satisfaction, Organizational commitment