The relationship between teachers' positive psychological capital and efficacy beliefs

In this study, It has aimed to determine the relationship between teachers' positive psychological capital with their efficacy beliefs. The population of the survey model study consists of teachers working in public schools in Kütahya and districts. In the study sample size it was determined as 424. The perception of teachers was measured that they are working in primary school and, secondary school and, religious secondary school and, general high school and, vocational high school and, religious high schools. In the collection of research data, Positive Psychological Capital Questionnaire and Teacher Efficacy Belief Scale was used. In analyzing the data, descriptive statistics and, Independent Sample t Test and, One Way ANOVA and, Pearson Product Moment Correlation techniques were used. According to the results, positive psychological capital of teachers are high level. Their personal efficacy beliefs are high level and, general efficacy beliefs are moderate level that the component of teacher efficacy beliefs. There is a difference between the groups according to age and place of serve variables in the positive psychological capital of teachers. There is a difference between the groups according to profession and school type variables in the efficacy beliefs of teachers. Between the positive psychological capital and the personal efficacy beliefs of teachers moderate level positive correlation was found. Between the positive psychological capital of teachers and their general efficacy beliefs low level positive correlation was found. When Positive psychological capital levels of teacher rising, their personal efficacy and general efficacy levels rises. Keywords: Positive psychological capital, teacher efficacy beliefs.