Teachers' levels of positive psychological capital and their learner autonomy support behaviours

The aim of this research is to present the relationship between teachers' levels of positive psychological capital and their views on learner autonomy support. In accordance with this purpose, teachers' levels of positive psychological capital and their views on learner autonomy support were determined and the relation between levels of positive psychological capital and their views on learner autonomy support was examined. Also, it was determined that teachers' personal variables whether create or not meaningful differences on their perceptions. The sample of the research was figured with relational survey model and the universe of the study consists of 460 teachers who work at state primary, secondary and high schools in Düzce, Akçakoca in 2016-2017 education years. All teachers were reached and the feedback of 410 teachers was received. Research data were collected via personal information form, the Scale for Learner Autonomy Support and The Scale of Positive Psychological Capital. Research data was analyzed with SPSS-22 programme and on data analysis; percentage, frequency, Mann-Whitney U Test, Kruskal-Wallis Test, and Spearman Rho correlation analysis were used. According to research results, it was confirmed that teachers' positive psychological capital level is at "very high" stage in total scale; Examining the scores related to subdimensions of scale, it is seen that they are in "good" level in the dimensions of optimism and psychological stability, and "very high" in other dimensions of self-efficacy, confidence, outwardness and hopeness. The views on total scale and all sub-dimensions for teachers' learner autonomy support behaviors were observed "always" at the expectation level and "often" at the perception level. When the positive psychological capital levels of the teachers are examined according to their demographic characteristics, findings based on gender and branch demonstrate that there are meaningful differences in both total scale and sub-dimensions. While there are not meaningful differences according to marital status and school type in total scale, marital status creates meaningful difference in the sub dimension of psychological stability and school type variable creates meaningful difference in confidence and psychological stability sub dimensions. According to seniority variable there is not meaningful difference in sub dimensions and total scale. When teachers' behaviors supporting learner autonomy are examined according to personal variables there is no meaningful difference in total scale and subdimensions at the level of expectation according to marital status, branch, seniority and school type. According to gender variable There is a meaningful difference in total scale and subdimensions of feeling and thinking support, learning process support, and seniority variable creates meaningful difference in subdimension of feeling and thinking support. Examining the perception level, gender, branch and school type variables create meaningful differences in total scales and subdimensions. However, there is no meaningful difference according to marital status and seniority variables in total scales and subdimensions; also gender variable doesn't create meaningful differences in subdimension of evaluation process. There are positive directional and meaningful relations at various levels between teachers' levels of positive psychological capital and their views on learner autonomy support both in total and in all the sub-dimensions. Within the frame of these results, some suggestions are developed like planning of teachers' training programs in line with the needs and demands of teachers and supporting the autonomy of teachers who are also a learner at the same time ensuring teachers' involvement in the process, the inclusion of students into the teaching process in line with the qualifications and needs they possess