Examining the relationship between teachers' professional capital and professional resilience

In today's world, the rapid changes and transformations occurring in the fields of science, technology, politics, education, the military, and economics have made it important for teachers to sustain their professional resilience. Professional capital refers to a holistic structure that encompasses teachers' professional knowledge and skills (human capital), their social relationships (social capital), and their decision-making competencies. The possible effects of this structure on professional resilience have emerged as an area that warrants investigation. In this context, the primary aim of this study is to examine the relationship between teachers' levels of professional capital and their professional resilience. The research addressed the question: "What is the relationship between teachers' levels of professional capital and their levels of professional resilience?" As of the 2024–2025 academic year, the population of the study consists of a total of 19,734 teachers working at the pre-school, primary school, middle school, and secondary (high school) levels in 1,174 public educational institutions affiliated with the Manisa Provincial Directorate of National Education. The sample of the study consists of 375 teachers determined using cluster and stratified sampling methods. A Personal Information Form was used to determine the participants' demographic characteristics. The "Teacher Professional Capital Scale" was used to measure the teachers' levels of professional capital, and the "Teacher Professional Resilience Scale" was used to determine their levels of professional resilience. The data obtained in the scope of the study were analyzed using PSPP 1.6.2 statistical software. In evaluating the data, descriptive statistics, independent samples t-test, one-way analysis of variance (ANOVA), correlation (r) analysis, and multiple linear regression analysis were used. In light of the study's findings, a moderate positive relationship was found between the teachers' professional capital capacities and their professional resilience. In addition, the analysis results indicate that teachers' levels of professional capital significantly predict 45% of their professional resilience. The analysis of the demographic data revealed that only the district variable where the school is located showed a significant difference in terms of professional resilience. It was found that teachers working in the central district reported higher levels of professional resilience compared to teachers working in other districts. Regarding professional capital, it was found that the school level variable created a significant difference. Specifically, it was found that teachers working at the secondary (high school) level have lower perceptions of professional capital than teachers working at other levels. This study presents a meaningful perspective for educational policies and practices by revealing the relationship between teachers' levels of professional capital and their professional resilience. According to the findings, it can be stated that decision capital, in particular, emerges as a more crucial factor in increasing professional resilience. In this regard, holistic approaches and practices aimed at developing teachers' professional capital are considered to have the potential to strengthen their professional resilience. Future studies with larger samples, different demographic variables, and using qualitative or mixed methods are expected to contribute to a more comprehensive and in-depth understanding of the issue.