Investigation of the relationship between cultural capital and competencies levels of teachers

This research is a research in the relational survey model conducted to examine the relationship between teachers' cultural capital adequacy and competence levels. The population of the study is composed of 4220 teachers working in primary, secondary and secondary schools in Siirt. Since it is not possible to reach the whole universe, sampling was made. The sample selection was based on simple random sampling. 373 of the 420 scales were found to be suitable for analysis. In that research Cultural Capital Scale developed by Avcı & Yaşar (2014) and OHİO Teacher Competency Scale capital which was developed by Tschannen-Moran & Woolfolk-Hoy (2001) and adapted to Turkish by Baloğlu and Karadağ (2008) were used. In order to determine the distribution of data in the study, the skewness, mean and median parameters were examined and it was concluded that the data met the normality criteria. The statistical package program was used in the analysis of the data collected within the scope of the research. Reliability analysis, frequency tables, independent sample t-test, ANOVA, correlation and regression analysis were applied. According to the findings of the study, the cultural capital adequacy levels of the teachers showed a significant difference according to the gender, age, maternal education level, father's education level, seniority, pre-school education and place of pre-higher education. Teachers' competence levels were significantly different according to gender, age, maternal education level, father education level, seniority, pre-school education level, education level and place of pre-higher education. In addition, there was a significant positive correlation between the teachers' cultural capital adequacy and teacher competence levels. As a result of the regression analysis, it was seen that cultural capital was a significant predictor of teacher competence. In terms of the sub-dimensions of the scales, all other dimensions of cultural capital except for the participation dimension are significant predictors of teacher competence.