ÖzPozitif psikolojik sermaye, temellerini pozitif psikoloji ve pozitif örgütsel davranış yaklaşımlarından alan, çalışan verimliliğinin artışına olumlu yönde etki edecek bir dizi nitelik olarak tanımlanan sermaye türüdür. Pozitif psikolojik sermayenin bileşenleri özgüven, iyimserlik, umut, psikolojik dayanıklılık, güven ve dışadönüklüktür. Pozitif psikolojik sermayenin çalışan verimliliğine ve örgütsel davranışlara etkisi büyüktür. Dolayısıyla öğretmenlerin pozitif psikolojik sermaye algılarının ortaya konması önemli görülmektedir. Yapılan bu araştırmanın temel amacı öğretmenlerin pozitif psikolojik sermayelerine yönelik algılarını incelemektir. Araştırma nicel yöntemle desenlenmiş betimsel tarama modelindedir. Araştırmada öğretmen algılarını belirlemek amacıyla Tösten ve Özgan (2014) tarafından geliştirilen ölçek kullanılmıştır. Araştırmanın örneklemini Türkiye geneli, yedi coğrafi bölgeden en az ikişer il; gelişmişlik düzeyine göre alt, orta ve üst sınırdan oluşan beşer il gözetilerek toplam 15 ilde 1750 öğretmen oluşturmaktadır. Araştırma sonucunda öğretmenlerin pozitif psikolojik sermayelerine yönelik algılarının yüksek olduğu; medeni durumun, kıdemin, yaşın, maaş memnuniyetinin, mezun olunan fakülte türünün, okul büyüklüğünün psikolojik sermayeyi etkilediği görülmüştür. AbstractPositive psychological capital, which took its basics from the approaches of positive psychology and positive organizational behavior, is a kind of capital which is defined as a set of qualities that affect the increase of the employee productivity positively. The impact of positive psychological capital on employee productivity and organizational behavior is immense. The components of positive psychological capital are self-efficacy, optimism, trust, extraversion, resiliency and hope. The main aim of this research is to examine the teachers' perceptions of positive psychological capital. The research is designed as quantitive method. In the research, used a scale was developed by Tösten and Ozgan (2014). The study group consists of total 1750 teachers from 15 provinces which were taken two provinces from each geographical regions and five provinces according to their development level (low, middle and high) from the sample of Turkey (as of 2014). The results of the study show that the teachers' perceptions of positive psychological capital are high; the teachers' positive psychological capital is inversely proportional to the provinces' developmental levels; marital status, seniority, age, salary satisfaction, the kind of graduated faculty and school size affect psychological capital.

While calls for spiritual practices at work increase, the debate to position the concept of Workplace Spirituality (WS) gets thornier. This paper offers a theoretical contribution to the existing debates about spirituality in the workplace in that it addresses the issues of (a) religion, spirituality, and secularity (b) capitalizing the human soul, (c) measuring spirituality, specifically WS (d) indoctrination, (e) the trendy nature of WS. The need for meaning and fulfillment for a greater cause is a long-craved one in organizations. Profit-based organizations have started to consider using spirituality to increase their financial returns by making room for pragmatic spiritual practices, while ontological disputes still continue about whether spirituality could be an asset for inducing profit. Our study starts with a general look at workplace spirituality, continues with criticism and debates rose about "spirituality and a spiritual workplace," and ends with our clarifications regarding these issues.

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ÖzBu çalışmanın amacı, öğretmenlerin ruhsallık, benlik ve örgütsel değer algıları, işte aşkınlık ve anlam bilincini artırmaya yönelik oluşturulan Okul Ruhsallık Programı (ORP) hakkındaki görüşlerini belirlemektir. ORP temel olarak "Tanışma, İşyeri Ruhsallığı, Anlamlı İş, Aşkınlık, Özalgı ve Örgütsel Değerler" oturumlarından oluşmakta ve 6 hafta sürmektedir. Çalışma kapsamında 2016-2017 eğitim yılında işyeri ruhsallığı odaklı ORP'ye katılan 19 kişi ile yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Katılımcıların işyeri ruhsallık programına ilişkin görüşleri içerik analizinden sonra temalar halinde sunulmuştur. ORP'nin etkililiğine ilişkin yapılan nitel görüşmeler sonucunda programın "Hayat, Okul İçi İlişkiler, Özbenlik, Amaçlar, Anlam" temalarında öğretmenler açısından olumlu etkilere yol açtığı görülmüştür. ORP sonunda bu beş alanda etkiler belirten öğretmenler, eğitim programını faydalı bulduklarını, programın hayatlarına farkındalık kattığını, işlerine yeni bir bakış açısı yüklediğini ve işe odaklanmada artış sağladığını belirtmiştir. Katılımcılar ayrıca programda ruhsal olgular ile daha derinden tanıştıklarını, kendilerini daha iyi tanıdıklarını ve okul çalışmalarında ve ilişkilerinde amaç bütünlüğü, gerçek anlam bilinci kazandıklarını ifade etmişlerdir.Anahtar Kelimeler: İşyeri Ruhsallığı, Okul Ruhsallık Programı, Örgütsel Gelişim, Anlamlı İş, Öğretmen AbstractThe purpose of this study is to determine the opinions of teachers about the School Spirituality Program (SSP), designed to increase their spirituality level, perceptions of self and organizational values, and sense of transcendence and meaning at work. SSP is mainly composed of the sessions titled "Getting to Know," "Workplace Spirituality," "Meaningful Work," "Transcendence," "Self-Identity," and "Organizational Values" and lasts six weeks. Within the study, semi-structured interviews were conducted with 19 participants on workplace spirituality-based SSP in the academic year of 2016-2017. The participants' opinions about the workplace spirituality program were presented in themes after the content analysis. In qualitative discussions on the effectiveness of SSP, it was seen that the program positively affected the teachers in themes of "Life," "School Relations," "Self-Identity," "Goals," and "Meaning." At the end of the SSP, the teachers noted an impact on these five areas and indicated that they found the training program useful; it raised awareness in their lives, provided a new perspective and an increasing focus on their work. They also expressed that they learned more deeply about spiritual phenomena, got to know more about themselves, and acquired integrity of purpose and a real awareness of meaning in their schoolwork and relationships.

This research examined the relationship betweeen teacher motivation and their perceptions of spiritual leadership and to what extent spiritual leadership perceptions predicted teachers' motivation. Descriptive scanning model was used in this study. The sample of the study consisted of the 252 teachers who worked in primary and secondary schools of Şehitkâmil Province, Gaziantep in 2010-2011 academic year. The data in the study was obtained by "Spiritual Leadership" questionnaire composed by Fry ( 2007) and translated into Turkish by Kurtar ( 2009)", and Organizational Motivation" questionnaire composed by Kocabaş and Karaköse (2006). Correlation analysis technique was applied to identify the relationship between the variables. Regression analysis technique was applied to determine the effect of the independent variables on the dependent variable. According to the study results the relationship between teachers' motivation and their spiritual leadership perceptions is meaningful, positive and at a high level. Also the results revealed that the factors in the spiritual leadership questionnaire predict 52% of teacher motivation. According to the regression analysis results "vision", "altruism" and "spiritual living" are important predictive variables.