The relationships between the informal communication levels in schools and the psychological capital of the teachers

Aim of this study is to investigate the correlation between the informal communication skills in schools and the psychological capital of the teachers. This study employs correlation survey model. The research population is comprised of 1871 teachers assigned to all schools within the Torbalı district of İzmir province, Turkey, in the 2020-2021 academic year. The research sample is comprised of 396 teachers selected through convenience sampling. Simple random sampling was used in the study. The data in the study were collected by "Informal Communication Scale" and "Psychological Capital Scale". Confirmatory factor analysis, arithmetic mean, one-way analysis of variance, t-Test, Pearson Product Moment Coefficient and Multiple Regression Analysis were used to analyze the data. According to the results of the research, it is seen that teachers' perception levels of "friendship, fun, knowledge" towards informal communication in schools and the level of general implementation in schools are high, and in the "influencing" dimension is medium. In the study, it was concluded that teacher perceptions towards informal communication levels differ significantly in some dimensions of informal communication, according to the variables of professional seniority and the school level they work at, but not according to the variables of gender, the number of teachers at the school and the duration of working in the same school. Teachers' perceptions of psychological fund, the other variable of the study, are "self-efficacy, trust, extraversion, psychological resilience, hope" dimensions and generally their psychological fund levels are very high, while the level of "optimism" is high. While the psychological fund levels of the teachers did not show a significant difference according to the school level they worked at, a significant difference was found according to the variables of gender, seniority, number of teachers at the school, working time at the same school and graduation status. When the relationships between the informal communication level of the school and the psychological capital of the teachers were examined in the study, the positive way between the perceptions of teachers towards friendship, fun, influence, knowledge and general of informal communication in schools and psychological capital's self-efficacy, trust, extraversion, psychological resilience, hope and overall low-grade, A moderate positive correlation was found between perceptions of entertainment and optimism and psychological capital in general. Finally, in the study, it was seen that teachers 'perceptions of entertainment and knowledge towards informal communication practices in schools significantly predicted their psychological fund levels, but friendship and influence dimensions did not significantly predict teachers' psychological fund levels.