The purpose of this research is to determine the psychological capital, organizational silence and organizational alienation levels of teachers and to examine these levels in terms of various variables and to reveal the relationship between them. The research is a quantitative, descriptive one and a survey method was used. The study population of the research consists of 514 teachers working in the district center of Sandıklı, Afyonkarahisar in the 2020-2021 academic year. The data were collected using cluster sampling method. As a result of the research, according to the answers given by the teachers concerning the psychological capital levels, the highest mean was in the self-efficacy and the lowest mean was in optimism dimension. According to the answers given about the organizational silence levels, the highest mean of organizational silence is in the dimension of opportunistic silence. About the organizational alienation levels, the highest mean was in alienation from school and the lowest mean was in meaninglessness dimension. Psychological capital of teachers according to professional seniority, hobby and school type variables; organizational silence levels according to gender, hobby and administrative duty variables; organizational alienation levels according to school type, educational status and administrative duty variables show significant differences. In addition, there is a negative and significant relationship between teachers' psychological capital and organizational silence and organizational alienation levels. A positive and significant relationship was found between teachers' organizational silence and organizational alienation levels. The results of the research were discussed considering the relevant literature and some recommendations were presented.  

Teachers, psychological capital, organizational silence, organizational alienation