The analysis of the relationship between teachers' work-related quality of life and their positive psychological capital levels

The aim of this research is to determine the relationship between secondary school teachers' work-related quality of life and their positive psychological capital levels. This research was conducted in the relational screening model. The target population of the study consists of 3094 secondary school teachers who work in Malatya in the academic year of 2018-2019. Simple random sampling technique was used in this research. The sample consists of 385 teachers. "Work-Related Quality of Life Scale" developed by AKAR and ÜSTÜNER (2017) and "The Scale of Positive Psychological Capital" developed by TÖSTEN and ÖZGAN (2014) were used as data collection tools in the research. In the analysis of the data, mean and standard deviation values were calculated to determine the work-related quality of life and positive psychological capital levels of secondary school teachers. The values (data) show a normal distribution in the research. A t-test was conducted to measure whether the perceptions of secondary school teachers on work-related quality of life and on their positive psychological capital levels vary considerably according to gender, marital status, the organization where s/he works and educational background. One-way ANOVA was conducted to determine whether they vary dramatically according to professional seniority variables; and Pearson Correlation Analysis was conducted to determine the relationship between them. In this research, secondary school teachers' perceptions of work-related quality of life and of positive psychological capital reach at a high-level. Their perceptions of work-related quality of life do not vary considerably according to gender, educational background and professional seniority. However, their perceptions of work-related quality of life vary considerably according to marital status and the organization where s/he works. According to marital status, married teachers' perceptions of work-related quality of life are higher than single teachers'. According to the organization where teachers work, perceptions of work-related quality of life of the teachers who work in private schools are higher than those of the teachers who work in state schools. Teachers' perceptions of positive psychological capital do not vary considerably according to gender, marital status, and professional seniority. However, their perceptions of positive psychological capital vary considerably according to the organization where they work and educational background. According to the organization where teachers work, perceptions of positive psychological capital of the teachers who work in private schools are higher than those of the teachers who work in state schools. According to the educational background, perceptions of positive psychological capital of the teachers with postgraduate degree are higher than those of the teachers with Bachelor's degree. It is observed that there is a positive and medium-level significant relationship between secondary school teachers' work-related quality of life and their positive psychological capital levels.