INVESTIGATION OF TEACHERS PERCEPTIONS ON POSITIVE PSYCHOLOGICAL CAPITAL AND THE PROBLEM SOLVING SKILLS

The aim of this research is to examine the relation between the teachers’ positive psychological capital perceptions and problem solving skills. The research has quantitative pattern and is in the relational screening model. The universe of research constitutes a total of 1161 teachers working in 39 primary schools, 37 secondary schools and 13 high schools in ？？rnak’s center in 2017-2018 school year. However, it has been gone in the way of stratified sampling which is thought represents the universe. For this purpose, the research was carried out with 496 teachers. Two scales were used for the collection of the research data. The measurement tool consists of three parts and in the first part there are questions about getting personal information about teachers, in the second part there is psychological capital scale and in the third part there are problem solving skill inventory. ‘Positive Psychological Capital Scale’, which was developed by T？sten and ？zgan (2014) and consists of 6 dimension and 26 items, was used with the aim of measuring teachers’ positive psychological capital perception and to measure teachers’ problem solving skills problem solving inventory which is developed by Heppner (1988) and applied in Turkish by ？ahin, ？ahin and Heppner (1993) and consists of 6 dimensions 35 items. Descriptive tests, correlation test and regression analysis were used for analyzing the obtained data. As a result of the research, it was found that the teachers’ positive psychological capital perception are high; their problem solving skills are moderate; there is a moderate positive relation between positive psychological capital perception and problem solving skills; the model was meaningful and 10% predicted in the process of problem solving skills of positive psychological capital in teachers