The relationship between positive psychological capital and well-being levels and organizational performance of managers in upper secondary education institutions

This research was conducted to examine the relatıonshıp between posıtıve psychologıcal capıtal and well-beıng levels and organızatıonal performance of managers workıng ın upper secondary educatıon ınstıtutıons The research is in the relational survey model, which is one of the quantitative research methods. The universe of the research consists of 90 administrators working in public and private secondary education institutions affiliated to the Ministry of National Education in the 2021-2022 academic year in central district of Alanya, Antalya. During the data collection process, the Psychological Capital Scale form was used to determine the positive psychological capital levels of secondary school administrators, the Organizational Happiness Scale form to determine the levels of well-being, and the School administrators' Managerial Behavior Scale form was used to determine the organizational performance of the administrators. According to the items in the questionnaire, psychological capital, well-being and organizational management performances were examined and whether this situation differs according to the gender of the administrators, educational status, professional seniority and time spent in school, unrelated sample t-test and one-way variance (ANOVA). In the study, the entire universe was reached. The data collected in the analysis of the quantitative data were transferred to the electronic environment and analyzed by the researcher himself through the SPSS statistical package program. In the study, correlation analysis was also conducted to determine the relationship between positive psychological capital and well-being levels and organizational performance levels. viii As a result of the research, it was determined that self-efficacy is the highest level component and optimism is the lowest level component, among the positive psychological capital sub-dimensions of secondary school administrators. While there is no significant difference in the dimensions ofself-efficacy and hope in the positive psychological capital levels of secondary school administrators according to their gender, there is a significant difference in the dimensions of resilience and optimism according to their gender. In all four sub-dimensions of school administrators' psychological capital, there is no significant difference according to their education level, professional seniority and working time in their schools. In the sub-dimensions of well-being of secondary school administrators, it is seen that the level of realizing their potential is the highest, followed by the dimension of positive emotions, and the lowest is the dimension of negative emotions. It is seen that there is no significant difference in the three sub-dimensions of the well-being of secondary school administrators according to their gender, educational status, professional seniority and time spent in school. Among the organizational performance level sub-dimensions of secondary school administrators, the performance levels of supporting teaching are the highest and the performance levels of valuing academic studies are the lowest. It is seen that there is no significant difference in the six sub-dimensions of the organizational performance levels of secondary school administrators according to their gender, educational status and the time spent in school. The organizational performance levels of school administrators do not show a significant difference in terms of recognizing the school and focusing on the target according to professional seniority; There are significant differences in the dimensions of valuing academic studies, creating an orderly and safe environment, supporting teaching, participating in classroom practices and following academic development. There is a positive moderate significant relationship between school administrators' self-efficacy levels and the level of knowing the school and focusing on the target, the level of creating an orderly and trusting environment, the level of supporting teaching, and the level of monitoring academic development; It is seen that there is a positive weak level significant relationship between the level of involvement in ix classroom practices. It was determined that there was a negative, very weak and significant relationship between school administrators' self-efficacy and the level of valuing academic studies. It has been determined that there is a positive moderate significant relationship between school administrators' hope levels and the level of knowing the school and focusing on the target, the level of creating an orderly and trusting environment, the level of supporting teaching, the level of participation in classroom practices, and the level of following academic development. It was determined that there was a negative, very weak and significant relationship between the hope level of school administrators and the level of valuing academic studies. There is a moderately positive relationship between school administrators' level of resilience and the level of knowing the school and focusing on the purpose, the level of creating an orderly and trusting environment, and the level of following academic development; It was determined that there was a weak and positive relationship between the level of support for teaching and the level of participation in classroom practices. It was determined that there was a very weak and positive positive correlation between the resilience level of school administrators and the level of valuing academic studies. It was found that there is a weak positive correlation between the level of optimism of school administrators and the level of knowing the school and focusing on the target, the level of creating an orderly and trusting environment, the level of participation in classroom practices, and the level of following academic development; On the other hand, a very weak and positive correlation was found between the level of support for teaching and the level of valuing academic studies. It was found that there is a moderately positive relationship between the level of positive emotions of school administrators and the level of recognizing the school and focusing on the goal, the level of creating an orderly and trusting environment, the level of support for teaching, the level of participation in classroom practices, and the level of following academic development. It was found that there was a very weak and negative negative correlation between school administrators' level of positive emotions and the level of valuing academic studies. There is a negative moderate relationship between the level of negative emotions of school administrators and the level of knowing the school and focusing on the purpose x and being involved in classroom practices; a negative weak significant relationship between the levels of creating an orderly and safe environment,supporting teaching, and monitoring academic development; It was determined that there was a positive weak significant relationship between the level of negative emotions and the level of valuing academic studies. A highly significant positive relationship between school administrators' level of realizing the potential and the level of knowing the school and focusing on the goal; It has been determined that there is a positive and moderate relationship between the level of creating a regular and safe environment, the level of supporting teaching, the level of participation in classroom practices and the level of monitoring academic development. It has been observed that there is a very weak negative correlation between the level of realizing the potential of school administrators and the level of valuing academic studies. Keywords: Secondary education, Psychological capital, Well-being, Organizational performance.