Research Article
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Development of teacher support scale for secondary school students (TSSSS): A validity and reliability study

Year 2023, Volume: 10 Issue: 2, 293 - 311, 26.06.2023

Abstract

This study, it was aimed to develop a measurement tool (TSSSS) that will enable the valid and reliable measurement of secondary school students' perceptions of teacher support. The research was carried out on a total of 773 students studying in 6 different secondary schools in Ankara's Yenimahalle district in the Spring Term of the 2021-2022 Academic Year. The students who participated in the research voluntarily were divided into four study groups. The first study group consisted of 7th and 8th grade students for the pre-application of the scale. The second study group and the third study group consisted of 5th, 6th, 7th, and 8th-grade students to determine the structure of the scale and to verify the structure of the scale. The fourth study group consisted of students studying in the 7th and 8th grade of the school where the pre-application was made for the reliability study of the scale. The application form of the scale, which was created based on the literature review, was submitted to expert opinion for content and face validity and was rearranged in line with the recommendations of the experts. As a result of the pre-application, some statements in the scale were changed based on the students' opinions. With EFA, a structure consisting of 36 items and four factors was obtained, which explained 66.65% of the total variance. The factors of the scale were dimensioned under the names of emotional support (10 items), support for student learning (5 items), guidance and orientation support (12 items), and problem-solving support (9 items). It was determined that the structure of the scale was confirmed by CFA. Reliability coefficients obtained by Cronbach Alpha, composite reliability, and test-retest method were examined for the reliability of the measurements related to the dimensions of the TSSSS and it was found that the reliability was quite high. The analyzes carried out to determine the distinctiveness of the items in the scale revealed that all of the items were distinctive. In addition, as a result of examining the Pearson product-moment correlation coefficients calculated for the sub-dimensions of the TSSSS after the item analysis, it was determined that the compatibility and the correlation between the dimensions of the scale were high. Based on these findings, it can be said that TSSSS is a valid and reliable scale and can be used to measure secondary school students' perceptions of teacher support.

References

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  • Brajša-Žganec, A., Kaliterna-Lipovčan, L., & Hanzec, I. (2018). The relationship between social support and subjective well-being across the lifespan. Društvena istraživanja, 27(1), 47-45.
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  • Cassel, J. (1976). The contribution of the social environment to host resistance: the Fourth Wade Hampton Frost Lecture. American journal of epidemiology, 104(2), 107-123.
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  • Cırık, İ., Oktay, A., & Fer, S. (2014). İlköğretim öğrencilerinin algıladıkları sosyal destek düzeyleri. Eğitim ve Bilim, 39(173), 169-180.
  • Cobo-Rendón, R., López-Angulo, Y., Pérez-Villalobos, M. V., & Díaz-Mujica, A. (2020). Perceived social support and ıts effects on changes in the affective and eudaimonic well-being of chilean university students. Frontiers in Psychology, 11, 3380.
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  • Cui, S., Cheng, F., Zhang, L., Zhang, C., Yuan, Q., Huang, C., ... & Zhou, X. (2021). Self-esteem, social support and coping strategies of left-behind children in rural China, and the intermediary role of subjective support: A cross-sectional survey. BMC psychiatry, 21(1), 1-9.
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  • Erden, M., & Akgül, S. (2010). Predictive power of math anxiety and perceived social support from teacher for primary students ‘mathematics achievement. Journal of Theory & Practice in Education (JTPE), 6(1), 3-16.
  • Erkuş, A. (2012). Psikolojide ölçme ve ölçek geliştirme. Ankara: Pegem Akademi Yayınları.
  • Ertürk, H. G. (2013). Öğretmen çocuk etkileşiminin niteliği ile çocukların öz düzenleme becerisi arasındaki ilişkinin incelenmesi (Unpublished doctoral dissertation). Hacettepe Üniversitesi, Ankara.
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  • Hamre, B. K., & Pianta, R. C. (2007). Learning opportunities in preschool and early elementary classrooms. In R. C. Pianta, M. J. Cox, & K. L. Snow (Eds.), School readiness and the transition to kindergarten in the era of accountability (pp. 49–84). Baltimore: Brookes.
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  • İlhan, M., & Çetin, B. (2014). Sınıf değerlendirme atmosferi ölçeği’nin (SDAÖ) geliştirilmesi: Geçerlik ve güvenirlik çalışması. Eğitim ve Bilim, 39(176).
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Year 2023, Volume: 10 Issue: 2, 293 - 311, 26.06.2023

Abstract

References

  • Alsubaie, M. M., Stain, H. J., Webster, L. A. D., & Wadman, R. (2019). The role of sources of social support on depression and quality of life for university students. International Journal of Adolescence and Youth, 24(4), 484-496.
  • Brajša-Žganec, A., Kaliterna-Lipovčan, L., & Hanzec, I. (2018). The relationship between social support and subjective well-being across the lifespan. Društvena istraživanja, 27(1), 47-45.
  • Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analiz kitabı. Ankara: Pegem Yayımcılık.
  • Can, A. (2013). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. Ankara: Pegem Yayıncılık.
  • Cassel, J. (1976). The contribution of the social environment to host resistance: the Fourth Wade Hampton Frost Lecture. American journal of epidemiology, 104(2), 107-123.
  • Cattell, R. B. (1978). The scientific use of factor analysis in behavioral and life sciences. New York: Plenum. https://doi.org/10.1007/978-1-4684-2262-7
  • Cemaloğlu, N. (2012). Veri toplama teknikleri: Nicel ve nitel. A. Tanrıöğen (Ed.) In Bilimsel araştırma yöntemleri (pp. 133-164). Ankara: Anı Yayıncılık.
  • Cenkseven, F. (2002). Ergenlerin cinsiyet ve cinsiyet rollerinin benlik imajına etkisi. Eğitim ve Bilim, 27(125), 28-35.
  • Cırık, İ., Oktay, A., & Fer, S. (2014). İlköğretim öğrencilerinin algıladıkları sosyal destek düzeyleri. Eğitim ve Bilim, 39(173), 169-180.
  • Cobo-Rendón, R., López-Angulo, Y., Pérez-Villalobos, M. V., & Díaz-Mujica, A. (2020). Perceived social support and ıts effects on changes in the affective and eudaimonic well-being of chilean university students. Frontiers in Psychology, 11, 3380.
  • Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In M. R. Gunnar & L. A. Sroufe (Eds.), Self processes and development (pp. 43–77). Lawrence Erlbaum Associates, Inc.
  • Conner, J. O., Miles, S. B., & Pope, D. C. (2014). How many teachers does it take to support a student?: Examining the relationship between teacher support and adverse health outcomes in high-performing, pressure-cooker high schools. The High School Journal, 98(1), 22-42.
  • Cui, S., Cheng, F., Zhang, L., Zhang, C., Yuan, Q., Huang, C., ... & Zhou, X. (2021). Self-esteem, social support and coping strategies of left-behind children in rural China, and the intermediary role of subjective support: A cross-sectional survey. BMC psychiatry, 21(1), 1-9.
  • Çokluk, Ö. Şekericioğlu, G., & Büyüköztük, Ş. (2012). Sosyal bilimler için çok değişkenli istatsitik spss ve lisrel uygulamaları. Ankara: Pegem Yayıncılık.
  • Deb, S., Strodl, E., & Sun, H. (2015). Academic stress, parental pressure, anxiety and mental health among Indian high school students. International Journal of Psychology and Behavioral Science, 5(1), 26-34.
  • Deniz, E., & Kazu, H. (2021). Algılanan sosyal desteğin ortaokul öğrencilerinin sosyal medya tutumlarına etkisinin yol analizi ile incelenmesi. Electronic Journal of Social Sciences, 20(78), 892-910.
  • DeVellis, R. F. (2021). Ölçek geliştirme: Kuram ve uygulamalar. Ankara: Nobel Yayıncılık.
  • Dubow, E. F. & Ullman, D. G. (1989) Assessing social support in elementary school children: The survey of children's social support, Journal of Clinical Child Psychology, 18(1), 52-64, doi: 10.1207/s15374424jccp1801_7
  • Durmuş, B., Yurtkoru, E. S., & Çinko, M. (2011). Sosyal bilimlerde spss’le veri analizi. İstanbul: Beta.
  • Ellez, M. (2012). Ölçme araçlarında bulunması gereken özellikler. In A. Tanrıöğren (Ed.) Bilimsel araştırma yöntemleri (pp.167-190). Ankara: Anı Yayıncılık.
  • Erden, M., & Akgül, S. (2010). Predictive power of math anxiety and perceived social support from teacher for primary students ‘mathematics achievement. Journal of Theory & Practice in Education (JTPE), 6(1), 3-16.
  • Erkuş, A. (2012). Psikolojide ölçme ve ölçek geliştirme. Ankara: Pegem Akademi Yayınları.
  • Ertürk, H. G. (2013). Öğretmen çocuk etkileşiminin niteliği ile çocukların öz düzenleme becerisi arasındaki ilişkinin incelenmesi (Unpublished doctoral dissertation). Hacettepe Üniversitesi, Ankara.
  • Fabrigar, L. R., Wegener, D. T., MacCallum, R. C. ve Strahan, E. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4(3), 272-299.
  • Fariborz, N., Hadi, J., & Ali, T. N. (2019). Students’ academic stress, stress response and academic burnout: Mediating role of self-efficacy. Pertanika J. Soc. Sci. Humanit, 27, 2441-2454.
  • Hamre, B. K., & Pianta, R. C. (2007). Learning opportunities in preschool and early elementary classrooms. In R. C. Pianta, M. J. Cox, & K. L. Snow (Eds.), School readiness and the transition to kindergarten in the era of accountability (pp. 49–84). Baltimore: Brookes.
  • Hamre, B. K., Pianta, R. C., Downer, J. T., DeCoster, J., Mashburn, A. J., Jones, S. M., ... & Hamagami, A. (2013). Teaching through interactions: Testing a developmental framework of teacher effectiveness in over 4,000 classrooms. The elementary school journal, 113(4), 461-487.
  • Hafen, C. A., Hamre, B. K., Allen, J. P., Bell, C. A., Gitomer, D. H., & Pianta, R. C. (2015). Teaching through interactions in secondary school classrooms: Revisiting the factor structure and practical application of the classroom assessment scoring system–secondary. The Journal of Early Adolescence, 35(5-6), 651-680.
  • Harter, S. (2012). Social support scale for children: Manual and questionnaires. Denver, CO: University of Denver.
  • Hodge, D. R., & Gillespie, D. F. (2007). Phrase completion scales: A better measurement approach than Likert scales?. Journal of Social Service Research, 33(4), 1-12.
  • İlhan, M., & Çetin, B. (2014). Sınıf değerlendirme atmosferi ölçeği’nin (SDAÖ) geliştirilmesi: Geçerlik ve güvenirlik çalışması. Eğitim ve Bilim, 39(176).
  • Karabenick, S.A. & R. Sharma. (1994). Perceived teacher support of student questioning in the college classroom: Its relation to student characteristics and role in the classroom questioning process. Journal of Educational Psychology, 86, 90-103.
  • Kılıç, S. (2016). Cronbach'ın alfa güvenirlik katsayısı. Journal of Mood Disorders, 6(1), 47-48.
  • Jensen, F. E. & Nutt, A. E. (2017). Ergen beyni. İstanbul: Hep Kitap.
  • Johnson, D. W., Johnson, R., & Anderson, D. (1983). Social interdependence and classroom climate. The Journal of Psychology, 114, 135–142.
  • La Paro, K. M., Pianta, R. C., & Stuhlman, M. (2004). The classroom assessment scoring system: Findings from the prekindergarten year. The elementary school journal, 104(5), 409-426.
  • Lin, N., Ensel, W. M., Simeone, R. S., & Kuo, W. (1979). Social support, stressful life events, and illness: A model and an empirical test. Journal of health and Social Behavior, 20(2), 108-119.
  • Malecki, C.K., Demaray, M.K., & Elliott, S.N. (2004). A working manual on the development of the child and adolescent social support scale. DeKalb, IL: Northern Illinois University.
  • McWhirter, E. H. (1996). Teacher support scale (TSS). Unpublished measure.
  • Nelson, H. J., Kendall, G. E., Burns, S. K., Schonert-Reichl, K. A., & Kane, R. T. (2019). Development of the student experience of teacher support scale: Measuring the experience of children who report aggression and bullying. International journal of bullying prevention, 1(2), 99-110.
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There are 75 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Fatma Kalkan 0000-0002-2425-2224

Necati Cemaloğlu 0000-0001-7753-2222

Publication Date June 26, 2023
Published in Issue Year 2023 Volume: 10 Issue: 2

Cite

APA Kalkan, F., & Cemaloğlu, N. (2023). Development of teacher support scale for secondary school students (TSSSS): A validity and reliability study. International Journal of Contemporary Educational Research, 10(2), 293-311.

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IJCER (International Journal of Contemporary Educational Research) ISSN: 2148-3868