Investigation of teachers perceptions on positive psychological capital and the problem solving skills

The main purpose of this study is to examine the effects of teachers on the problem solving skills of positive psychological capital perceptions The research is in a quantitative patterned relational screening model. The universe of the research consists of 1161 teachers in 39 primary schools, 37 secondary schools and 13 high schools in Sirnak province in 2017-2018 school year. We have attempted to take a sample large enough to represent the target universe and stratification sampling included a Toplam of 496 teachers. In order to measure the positive psychological capital perceptions of teachers, Positive Psychological Capital scale composed of 26 items and 6 dimensions developed by Tosten and Ozgan (2014) was applied. In order to measure the problem solving skills of teachers, Problem Solving Ability inventory which consists of 35 items and 6 dimensions developed by Heppner (1988) and adapted to Turkish by Sahin and Heppner (1993) was applied. In addition, the Organizational Positive Psychological Capital scale, adapted to Turkish by Cetin and Basım (2012), was applied for the parallel test validity of the positive psychological capital. In the analysis of the data, descriptive tests, difference tests, correlation test and regression analysis were used. As a result of the research, it was found that teachers' perceptions of positive psychological capital were high; the problem-solving skills are moderate; there is a meaningful relationship between positive psychological capital perceptions and problem solving skills at moderate and positive direction; it was seen that the model predicted the teachers' sense of positive psychological capital in the sense of problem-solving ability as meaningful and 10%.