ADAPTATION OF FACULTY ETHICAL BEHAVIORS SCALE INTO TURKISH

Abstract

The quality of communication and interaction between faculty and students has vital importance for students’ learning and research process. Faculty and students are together at classrooms, laboratories, offices and other places and rarely outside the school. Their relationships at each place mentioned here are supposed to be within ethical principles. However, it is necessary to discover how students perceive faculty ethical behaviors. This study was carried out to adapt “Faculty Ethical Behaviors Scale” developed by Schnake, Fredenberger ve Dumler (2004) into Turkish. In the original scale, there were 4 sub dimensions and 29 items while there are 24 items below 4 sub dimensions. In this study, 352 students participated in Exploratory Factor Analysis (EFA) and 402 students for Confirmatory Factor Analysis (CFA) process. As a result of the analysis made here, it can be concluded that the scale can be used in the Turkish culture. It can also be used to obtain comparable research results from other cultures.

Keywords

• Faculty, ethical behavior, university student, higher education.

ÖĞRETİM ELEMANLARI ETİK DAVRANIŞLARI ÖLÇEĞİNİN TÜRKÇEYE UYARLANMASI

Abstract

Öğretim elemanları ile öğrenciler arasındaki iletişim ve etkileşimin niteliği, öğrencilerin araştırma ve öğrenme süreçleri için yaşamsal bir öneme sahiptir. Öğretim elemanları öğrencileriyle, sınıfta, laboratuvarda, ofiste, fakültede, üniversitenin farklı birimlerinde ve nadiren de olsa üniversite dışında bir arada bulunmaktadırlar. Öğretim elemanı ile öğrenci ilişkilerinin her zaman etik ilkeler çerçevesinde olması beklenir. Ancak öğretim elemanlarının öğrencileriyle öğretim süreci, mentorlük ve informal iletişim ve etkileşimlerinde etik ilkelere ne kadar özen gösterdiklerinin, öğrencilerin algılarına göre belirlenmesine gereksinim vardır. Bu çalışma Schnake, Fredenberger ve Dumler (2004) tarafından geliştirilen “Öğretim Elemanları Etik Davranışları Ölçeğinin” Türkçe’ye uyarlanmasını amaçlamaktadır. Ölçeğin orijinal halinde 29 madde ve dört alt boyut olmasına, uyarlama süreçleri sonucunda ölçeğin yeni formunda alt boyutlar aynen korunmasına karşın madde sayısı 24 olmuştur. Ölçeğin Türkçeye uyarlanması sürecine, Açımlayıcı Faktör Analizi (AFA) için 352 ve Doğrulayıcı Faktör Analizi (DAF) için 402 üniversite öğrencisi katılmıştır. Ölçeğin uyarlanmasıyla ülkemizde yapılacak araştırmalarla elde edilen bulguların, aynı ölçekle farklı kültürlerde yapılan/yapılacak olan araştırma bulgularıyla karşılaştırılabilmesine olanak sağlayacağından, ölçeğin Türkçe’ye uyarlanmasının önemli olduğu söylenebilir.

Keywords

• Öğretim elemanı, etik davranış, üniversite öğrencisi, yükseköğretim

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