The role of the teachers 'positive psychological capacity in the relationship between personality and assertiveness

In this study, it was aimed to know the assertiveness behavior, positive psychological capital levels and personality characteristics of teachers in public secondary schools in Tokat city center and its districts and to determine the degree of connection between these three variables. The sample of the research based on the quantitative research approach consisted of 336 teachers in the public secondary school in the 2018-2019 academic year.As the data collection toolsin this research,"Self-Determination Scale (Security), developed by Voltan-Acar and Teacher (2007),"Psychological Capital Scale" developed by Luthans, Avolio, Avey and Norman (2007) and translated into Turkish by Çetin and Basım (2012), and "Five Factor Personality Scale", which was created by Costa and McCrae (1992), was converted into a short form by Benet-Martinez and John (1998) and adapted to Turkish by Alkan (2006) were selected. Frequency, arithmetic mean, standard deviation, t test, ANOVA, LSD test, Pearson Correlation and Hierarchical Regression analysis were used in the analysis of the data. When the positive psychological capital perceptions are analyzed, the highest average self-efficacy and the lowest average optimism dimension appeared. It has been observed that there is a positive relationship between the dimensions of positive psychological capital and assertiveness and the personality traits of teachers as extraversion, psychological resilience, self-efficacy and hope; and a significant negative relationship was found with the emotional inconsistency dimension. In addition, it has been determined that positive psychological capital has a partial mediating role in the effect of some dimensions of teachers' personality traits on the dimensions of assertiveness.