The correlation between schools's social capital levels with teachers's psychological contracts

This research aims at to determine the correlation between schools' social capital with teachers' psychological contracts at schools according to teachers' opinions. The research consists of six sections. 3986 school teachers working in Uşak province in 2015 – 2016 academic year are generating the research universe of screening model. The sample group is 518 school teachers. Simple random sample method is employed for the research. The data has been collected by using "Social Capital Scale" and "Psychological Contract Scale". In order to test the convenience of scale dimensions to the sample group confirmatory factor analysis has been used and with the data gained the scales have been confirmed. In the analysis of data arithmetic average, one-way analysis of variance, and pearson product-moment correlation coefficient have been used. According to the results of the research; teachers perceive social capital levels of schools' as high. Teachers 'views on the level of social capital of schools differ in the number of teachers working in schools, in the size of teachers' working time in schools, and in some dimensions according to the type of school they work in. Schools with a small number of teachers have a higher level of social capital than other schools, primary and secondary schools have a higher level of social capital than high school. Short-term teachers in the same school have a higher perception of the social capital level of schools than teachers who work longer. However, the social capital levels of schools do not differ according to the gender and seniority of teachers. Teachers' psychological contracts are moderate. Teachers' psychological contracts vary according to their seniority and school types. According to the working hours in the same school, the opinions of the teachers differ from the sub-dimensions of the psychological contracting to the relational contract. It is seen that teachers with seniority over 21 years seem to have higher psychological contracts than teachers with 11-20 years of seniority and teachers working in elementary schools have higher psychological contracts than their colleagues in high school. According to the relational sub-dimension of the psychological contract, the psychological contracts of the teachers who work less in the same school are higher. There is no difference in the gender of the teachers, the number of the teachers in the schools, and the psychological contract according to the psychological contract and the working time in the same school for the transactional sub-dimension. As a result of the research, it is seen that there is a positive relation between the social capital levels of the schools and the teachers' psychological contracts. Keywords: Social Capital, Psychological Contract, School's Social Capital, Teacher's Psychological Contract