Fatih Mutlu Özbilen, Gökhan Günay, Yaşar Dilber

Evaluation of Classroom Teachers’ Social Capital and Work Engagement Levels

Introduction

Evaluation of classroom teachers’ social capital and work engagement levels. This study explores high social capital and work engagement among classroom teachers, revealing a significant positive correlation. Higher social capital predicts increased teacher commitment.

Abstract

Aim. The aim of the study is the exploration of relationship between various dimensions of social capital and level of work engagement among teachers. Methods. This is a descriptive study based on the quantitative method and structured using a survey model. Data were collected with the Social Capital in Schools Scale, and the Engaged Teacher Scale developed. Data analysis was carried out using SPSS v.22. Results. The findings revealed that the level of social capital perceived by classroom teachers in their schools is high and their work engagement is very high. A moderate, significant, and positive correlation was identified between the perceived level of social capital in schools and attitudes toward work engagement. Additionally, it was found that the social capital sub-dimensions together significantly predicted 18% of the variance in work engagement. Conclusions. In conclusion, it was revealed that the level of social capital perceived by classroom teachers in primary schools is high and teachers are engaged with their work. Additionally, it was concluded that as the level of perceived social capital in schools increases, teachers’ engagement with their work will also increase; therefore, research shows that social capital in schools will make teachers more committed to their work.

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