The relationship between teachers' psychological capital levels and their learning agility

The main purpose of this thesis is to determine the relationship between teachers' psychological capital levels and learning agility. Relational design, one of the general screening models, was used in the research. The sample of the research consists of 301 teachers in Düzce province. "Personal Information Form", "Psychological Capital Scale", "Learning Agility Scale" were used to collect data. As a result of this research, a moderate positive and significant relationship was obtained between teachers' psychological capital sub-dimensions such as self-efficacy, hope, flexibility and optimism and teachers' learning agility levels. The findings show that as psychological capital levels increase, teachers' learning agility also increases. While there was no significant difference in the findings regarding the difference tests according to gender, faculty graduated from, school level, professional seniority, number of students in the school and branch, when examined according to education level, it was observed that the perceptions of "General Psychological Capital", "Flexibility" and "Optimism" of graduate teachers were found to be higher than those of undergraduate teachers. It was found to be higher than that of teachers. As a result of the difference analysis according to age, it was seen that the sub-dimensions of "Flexibility", "Mental Agility", "Result Agility", "General Learning Agility" differ significantly according to the age variable. When the difference tests were examined according to the number of teachers in the school, a significant difference was detected between the number of teachers in the school and the "General Learning Agility", "Mental Agility" and "Change Agility" sub-dimensions. As a result of the regression analysis, it was determined that the level of psychological capital of teachers predicted learning agility was 43.8%.