The purpose of the study was to investigate middle school teachers’ perceptions of the effects of a teacher-targeted intervention, that is, Psychological Capital Development Training Intervention (PCDTI), aiming at enhancing positive psychological capacities of teachers. The PCDTI was prepared and implemented by the researchers at a state university in a large city in Turkey during the academic year of 2014-2015. The implementation of the PCDTI lasted for 2 months, once in a week, and after completing the training intervention, interviews were conducted with twelve teachers who were the participants in the experimental group. Data were gathered through one-on-one interviews and were analyzed using qualitative content analysis. The participants stated that the PCDTI had some positive effects in terms of their personal and professional awareness and development. Raising awareness about some key issues in teachers’ lives, experiencing positive emotions, cognitions, and attitudes, and experiencing changes in their attitudes towards students and teaching profession were the perceived effects of the training intervention. The participants also made suggestions to enhance the effectiveness of the intervention. Some implications are offered for the benefits of enhancing teachers’ psychological capital in schools.


Psychological Capital Development, Training Intervention, Teachers’ Perceptions, Perceived Effects of the Intervention, Qualitative Case Study, Turkey

Author Bio(s)

Mahmut Kalman, Ph.D. candidate in Educational Sciences, is currently working as a research assistant at the Department of Educational Sciences, Gaziantep University. His research interests include contemporary issues in educational administration; school leadership, organizational behaviour in education and positive psychology. Correspondence regarding this article can be addressed directly to: mkalman@gantep.edu.tr.

Semih Summak, Ph.D., is an assistant professor in educational administration, affiliated with Gaziantep University. His research interests include organizational change management and disruptive innovation in education. Correspondence regarding this article can also be addressed directly to: summak@gantep.edu.tr.


This study was produced from the first author’s doctoral dissertation under the supervision of the second author.

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