The Impact of Psychological Capital Levels of Preschool Teachers on Their Life Satisfaction and Individual Performance Perceptions

Abstract

The purpose of this study is to determine the impact of psychological capital level of preschool teachers working in Famagusta and Nicosia districts of Turkish Republic of Northern Cyprus (TRNC) on their life satisfaction and individual performance perception, to explain the relations between individual performance perception and life satisfaction, and to identify how the individual performance perception and life satisfaction of teachers differ according to demographic factors. The sample of the study consists of 238 preschool teachers. Psychological Capital Scale, Individual Performance Scale and Life Satisfaction Scale were used for collecting data in the study. The data obtained at the end of the research were analyzed using SPSS (22.09 program). The mean values, standard deviations and score intervals of all variables were examined. Regression analyses were conducted in order to determine the relations between dependent and independent variables and the interactions of these variables with each other. The relation between optimism, resilience, hope and self-efficacy, which are sub-dimensions of psychological capital scale, with performance perception and life satisfaction were examined. In addition, whether individual performance perception played an intermediary role in the interaction between psychological capital and life satisfaction was tested. In the end of the study, it was found out that psychological capital levels of teachers working at pre-school education institutions was weakly related with their life satisfaction and individual performance perception and that they affected each other partially, that individual performance perception did not affect life satisfaction, and that individual performance perception did not play an intermediary role between psychological capital level and life satisfaction.