Examining the factors related to teachers' perception of psychological capital

After the World War II, the idea of focusing on positive points rather than negative experiences of individuals has given positive psychology a ground. Indeed, it was claimed that economic, human and social capital are lack of using human resources efficiently. In this sense, as an outcome of positive psychology, the psychological capital is growing in importance. This study examines how psychological capital, which is thought to be a facilitator to diminish problems in educational context, is perceived by teachers and what are the factors underlying this perception. Mixed research methods have been used in the study. Firstly, Psychological Capital Scale by Özgan and Tösten (2014) was answered by 610 teachers selected by using simple random sampling method. Determining a high level of perception, a qualitative research was conducted to understand the factors of psychological capital. There were 14 teachers selected by using maximum variance sampling in the study group. It was claimed that teachers' perception of psychological capital was high according to research results. The factors that have positive impact on psychological capital are supportive behaviors and positive feedbacks of leaders, cooperation, facilitating communication; sufficiency of schools' physical environment, positive relationship with other teacher; positive approaches of parents; the idea of educate people and being accountable to public; positive life experiences and some personal traits. However bureaucratic leadership, interfering, deficiencies in schools 'physical equipment, disreputation of job, monotony, negative life experiences are the factors affecting psychological capital in a negative manner. At the last part of the research there are some practical and theoretical advice to researchers and implementers. Key Words: Psychological Capital, Teacher, Resilience, Hope, Optimism, SelfEfficacy