Okul Etkililiğinin Pygmalion Etkisi Bağlamında Değerlendirilmesi: Pozitif Psikolojik Sermayenin Aracılık Rolü

Abstract

The aim of this research is to examine the relationship between the opinions of teachers working in primary, secondary and high schools in the central district of Iğdır province on school effectiveness, positive psychological capital and pygmalion effect. The research was designed in correlational survey model, one of the quantitative research approaches. The sample of the research consists of 432 teachers. The data were collected from the “SE-Index” developed by Hoy and adapted by Şenel (2015), “PCQ” developed by Luthans and adapted by Çetin and Basım (2012) and the “Pygmalion Scale” developed by Çiftçi and Özdemir (2023). Frequency, arithmetic mean, standard deviation, t test, ANOVA, LSD test, Pearson Correlation, Structural Equation Model and Path Analysis were used in data analysis. It was determined that the opinions of the teachers on the optimism sub-dimension of positive psychological capital made a statistically significant difference according to the marital status variable. It was observed that there was a statistically significant difference in the views of teachers on the pygmalion effect, according to the variable of the number of teachers in the school. It was found that there was a statistically significant difference on the pygmalion scale and the belief sub-dimension in terms of the school type variable. Statistically significant relationships were found between school effectiveness, positive psychological capital, pygmalion effect and its sub-dimensions. According to the results of the research, it has been revealed that positive psychological capital has a partial mediating effect in the relationship between school effectiveness and the pygmalion effect.