Research Article
BibTex RIS Cite

Beden Eğitimi ve Spor Öğretmeni Mesleki Kimlik Ölçeği Geçerlik ve Güvenirlik Çalışması

Year 2024, , 1 - 19, 15.03.2024
https://doi.org/10.17240/aibuefd.2024..-1171362

Abstract

Araştırmada beden eğitimi ve spor öğretmeni mesleki kimlik ölçeği geliştirmek amaçlanmıştır. Yöntem olarak sıralı keşfedici desen kullanılmıştır. Araştırma örneklemini, 2020-2021 eğitim-öğretim yılında Malatya, Osmaniye ve Sivas illerinde görev yapan 503 beden eğitimi ve spor öğretmeni oluşturmaktadır. Yapı geçerliğine yönelik Açımlayıcı ve Doğrulayıcı Faktör Analizleri uygulandı. Açımlayıcı faktör analizi sonuçlarına göre ölçeğin, mesleki aidiyet ve öz aidiyet olmak üzere iki faktörden ve 9 maddeden oluştuğu, açıklanan toplam varyansın ise %56,75 olduğu görüldü. Doğrulayıcı faktör analizi sonuçlarına göre ise ölçeğin 9 madde ve iki faktörden oluşan yapısının uyum indekslerine uygun olduğu görülmektedir (χ2/df=1,20; RMSEA=0,035; SRMR=0,04; CFI=0,97; NFI=0,90; RFI=0,85; GFI=0,96; AGFI=0,93). Ölçeğin öz aidiyet boyutunun Cronbach Alfa katsayı değeri 0,74, birleşik güvenirlik değeri 0,81, ortalama açıklanan varyans değeri ise 0,53’tür. Mesleki aidiyet boyutunun Cronbach Alfa katsayı değeri 0,80, birleşik güvenirlik değeri 0,86, ortalama açıklanan varyans değeri ise 0,57’dir. Ölçeğin genel Cronbach Alfa katsayı değeri ise 0,88’dir. Test-tekrar test güvenirliği için yapılan analize göre (n=36) ölçeğin tutarlılığının yüksek düzeyde olduğu saptanmıştır (r: 0,88, p<0,001). Maddelerin ayırt ediciliği %27’lik alt-üst grup karşılaştırması ile yapıldı ve sonucunda tüm maddelerin ayırt edici olduğu görülmüştür. Sonuç olarak ölçeğin beden eğitimi ve spor öğretmenlerine yönelik mesleki kimlik algısını ölçen 2 boyut ve 9 maddeden oluşan, güvenilir ve geçerli bir ölçek olduğu anlaşılmıştır.

References

  • Agee, J. (2004). Negotiating a teaching identity: An african american teacher’s struggle to teach in test-driven contexts. Teachers College Record, 106, 747-774.
  • Akmal, T., & Miller, D. (2003). Overcoming resistance to change: A case study of revision and renewal in a us secondary education teacher preparation program. Teaching and Teacher Education, 19, 409-420.
  • Alexander, C. S. (2010). Learning to be lawyers: Professional identity and the law school curriculum. Maryland Law Review, 70, 465-474.
  • Alpar, R. (2001). Spor bilimlerinde uygulamalı istatistik. Nobel Yayın Dağıtım.
  • Alsup, J. (2006). Teacher identity discourses: negotiating personal and professional spaces. Lawrence Erlbaum.
  • Anderson, J. C., & Gerbing, D. W. (1984). The effect of sampling error on convergence, improper solutions, and goodness-of-fit indices for maximum likelihood confirmatory factor analysis. Psychometrika, 49, 155-173.
  • Arpacı, D., & Bardakçı, M. (2015). Meslek öncesi öğretmen kimliği ölçeğinin Türkçe ’ye uyarlanması. Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 14, 687-719.
  • Atkinson, D. (2004). Theorising how student teachers form their identities in initial education. British Educational Research Journal, 30, 379-394.
  • Balcı, A. (2005). Sosyal bilimlerde araştırma. Pegem A Yayıncılık.
  • Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overviewof issues in the literature and implications forteacher education. Cambridge Journal of Education, 39, 175-189.
  • Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16, 749-764.
  • Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107-128.
  • Bilgin, N. (2014). Sosyal bilimlerde içerik analizi. Siyasal Kitabevi.
  • Boomsma, A. (1985). Nonconvergence, improper solutions, and starting values in LISREL maximum likelihood estimation. Psychometrika, 50, 229-242.
  • Boomsma, A., & Hoogland, J. J. (2001). The robustness of lisrel modeling revisited. In R. Cudeck, S. du Toit, & D. Sörbom (Eds.), Structural equation models: Present and future. A festschrift in honor of karl jöreskog (pp. 139-168). Scientific Software International.
  • Büyüköztürk, Ş. (2002). Sosyal bilimler için veri analizi el kitabı (2. Baskı). Pegem A Yayıncılık.
  • Büyüköztürk, Ş. (2004). Sosyal bilimler için veri analizi el kitabı (4. Baskı). Pegem Akademi Yayıncılık.
  • Büyüköztürk, Ş., Akgün, Ö. E., Karadeniz, Ş. Demirel, F., & Kılıç, E. (2013). Bilimsel araştırma yöntemleri. Pegem Akademi.
  • Can, A. (2016). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. Pegem Akademi Yayıncılık,
  • Chreim S., Williams B. B. & Hinings C. B. (2007). Interlevel influences on the reconstruction of professional role identity. Academy of Management Annals, 50, 1515-1539.
  • Clarke, M., Hyde, A., & Drennan, J. (2013). Professional identity in high education. In Kehm, B. M., & Teichler, U. (Eds.). The academic profession in Europe: New tasks and new challenges (pp. 7-21). Springer.
  • Cohen, J. L., (2008). That’s not treating you as a professional: Teachers constructing complex professional identities through talk. Teachers And Teaching Theory And Practice, 14, 79-93.
  • Cohen, R. J., & Swerdlik, M. E. (2013). Psikolojik test ve değerlendirme, testler ve ölçmeye giriş. Tavşancıl, E. (Çev.). Nobel Yayıncılık.
  • Connelly, F. M., & Clandinin, D. J. (1999). Shaping a professional identity: Stories of educational practice. College Press.
  • Creswell, J. W. (2005). Educational research. Planning, conducting and evaluating quantitative and qualitative research. Pearson Education.
  • Creswell, J. W. (2013). Qualitative ınquiry and research design: Choosing among five approaches, (3rd ed.). Sage Publication.
  • Çiçek, Ş., Kirazcı, S., & Koçak, S. (1998). Türkiye'de beden eğitimi öğretmeni profili: Demografik nitelikler, yaşam tarzı ve çalışma ortamı. Spor Bilimleri Dergisi, 9, 32-42.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları (1. baskı). Pegem Akademi.
  • Day, C. (1999). Developing teachers: The challenges of lifelong learning. London: Falmer Press.
  • Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: Stable and unstable identities. British Educational Research Journal, 32, 601-616.
  • Day, C., & Kington, A. (2008). Identity, well‐being and effectiveness: The emotional contexts of teaching. Pedagogy, Culture & Society, 16, 7-23.
  • Delahunty, J. (2012). ‘Who am i?’: Exploring identity in online discussion forums. International Journal of Educational Research, 53, 407-420.
  • Denzin, N. K., & Lincoln, Y. S. (2008). The landscape of qualitative research. Sage Publishing.
  • EBS. (2020). Kamu okullarında çalışan öğretmenlerin branşlara göre dağılımı. [Çevrim-içi: https://www.ebs.org.tr/ebs_files/files/yayinlarimiz2021/Egitime_Bakis_2020.pdf], Erişim tarihi: 20.02.2020.
  • Ergin, D. E. (1995). Ölçeklerde geçerlik ve güvenirlilik. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 7, 125-148.
  • Field, A. (2009). Discovering statistics for SPSS. Sage Publications.
  • Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22, 219-232.
  • Freese, A. (2006). Reframing one’s teaching: Discovering our teacher selves through reflection and inquiry. Teaching and Teacher Education, 22, 110-119.
  • Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Educational Research, 25, 99-125.
  • Girgin, D. (2016). Öğrenme ve öğretme dünyasını oluşturan sınıf öğretmeninin mesleki kimliği. [Doktora tezi]. Onsekiz Mart Üniversitesi.
  • Goode, W. J. (1957). Community within a community: The professions. American Sociological Review, 22, 194-200.
  • Hair, J. F., Hult, G. T. M., Ringle, C. M. & Sarstedt, M. (2017). A primer on partial least squares structural equation modeling. Thousand Oaks.
  • Horn, J. L. (1965). A rationale and test for the number of factors in factor analysis. Psychometrika, 30, 179-185.
  • İlgör, B. (2019). The relationship between english teachers’ professional ıdentity perceptions and self-efficacy beliefs. [Yüksek lisans tezi]. Uludağ Üniversitesi.
  • Kalaycı, Ş. (2006). Faktör analizi. SPSS uygulamalı çok değişkenli istatistik teknikleri. Asil Yayın Dağıtım.
  • Karaduman, S. (2010). Modernizmden postmodernizme kimliğin yapısal dönüşümü. Journal of Yaşar University, 17, 2886‐2899.
  • Kavrayıcı, C. (2019). Öğretmenlerin mesleki kimlik algıları ve örgütsel bağlılıkları arasındaki ilişki. [Doktora tezi]. Anadolu Üniversitesi.
  • Kelchtermans, G. (1993). Getting the story, understanding the lives: From career stories to teachers' professional development. Teaching and Teacher Education, 9, 443-456.
  • Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 29, 77-97.
  • Köysüren, D. A. (2016). Eğitimdeki değişimlerin bilişim teknolojileri öğretmenlerinin mesleki kimlik yapıları ve duyguları üzerindeki etkisi. [Doktora tezi]. Ankara Üniversitesi.
  • Lamote, C., & Engels, N. (2010). The development of student teachers’ professional identity. European Journal of Teacher Education, 33, 3-18.
  • Lewis, S. (2015). Qualitative inquiry and research design: Choosing among five approaches. Health Promotion Practice, 16, 473-475.
  • Luehmann, A. L. (2007). Identity development as a lens to science teacher preparation. Science Education, 91, 822-839.
  • Marshall, C., & Rossman, G. B. (2014). Designing qualitative research. Sage Publications.
  • Melville, S. B., & Cardinal, B. J. (1988). The problem: Body fatness within our profession. Journal of Physical Education, Recreation & Dance, 59, 85-95.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage Publications.
  • Mockler, N. (2011). Beyond ‘what works’: Understanding teacher identity as a practical and political tool. Teachers and Teaching, 17, 517-528.
  • Morsünbül, Ü., & Çok, F. (2013). Kimlik gelişiminde yeni bir boyut: Seçeneklerin saplantılı araştırılması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 5, 232-244.
  • Muthén, L. K., & Muthén, B. O. (2002). How to use a monte carlo study to decide on sample size and determine power. Structural Equation Modeling: A Multidisciplinary Journal, 9, 599-620.
  • Olsen, B. (2008). How reasons for entry into the profession illuminate teacher identity development. Teacher Education Quarterly, 35, 23-40.
  • Osborne, J. W. & Costello, A. B., (2009), Best practices in exploratory factor analysis: four recommendations for getting the most from your analysis. Pan-pacific Management Review, 12, 131-146.
  • Öncü, H. (1994). Eğitimde ölçme ve değerlendirme. Matser Basım San. ve Tic. Ltd. Şti.
  • Özçelik, D. A. (1981). Okullarda ölçme ve değerlendirme. ÖSYM-Eğitim Yayınları.
  • Özdamar, K. (2001). SPSS ile biyoistatistik (4. Baskı). Kaan Kitabevi.
  • Özdamar, K. (2002). Paket programlarla istatistiksel veri analizi-1 (4. Baskı). Kaan Kitabevi
  • Pratt, M. G., Rockmann, K. W., & Kaufmann, J. B. (2006). Constructing professional identity: The role of work and identity learning cycles in the customization of identity among medical residents. Academy of Management Journal, 49, 235-262.
  • Putten, S. V. (2011). Professional mathematics teacher identity in the context of preservice training. [Doctoral dissertation]. University of Pretoria.
  • Raykov, T. (1998). Coefficient alpha and composite reliability with interrelated nonhomogeneous items. Applied Psychological Measurement, 22, 375-385.
  • Schutz, P. A., Hong, J. Y., Cross, D. I., & Osbon, J. N. (2006). Reflections on investigating emotion in educational activity settings. Educational Psychology Review, 18, 343-360.
  • Slay, H. S., & Smith, D. A. (2011). Professional identity construction: Using narrative to understand the negotiation of professional and stigmatized cultural identities. Human Relations, 64, 85-107.
  • Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3, 49-74.
  • Sürücü, L., & Maslakçı, A. (2020). Validity and reliability in quantitative research. Business & Management Studies: An International Journal, 8, 2694–2726.
  • Şeker, H., & Gençdoğan, B. (2014). Psikolojide ve eğitimde ölçme aracı geliştirme. Nobel Yayıncılık.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. (5th ed.). Allyn & Bacon/Pearson Education.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. (5th ed.). Allyn & Bacon/Pearson Education.
  • Tashakkori, A., & Teddlie, C. (1998). Mixed methodology: Combining qualitative and quantitative approaches. Sage Publication.
  • Trent, J. (2011). ‘Four years on, i’m ready to teach’: Teacher education and the construction of teacher identities. Teachers and Teaching theory and practice, 17, 529-543.
  • Veneziano, L., & Hooper, J. (1997). A method for quantifying content validity of healthrelated questionnaires. American Journal of Health Behavior, 21, 67-70.
  • Whitley, J. D., Sage, J. N., & Butcher, M. (1988). Cardiorespiratory fitness. Role modelling by physical education instructors. Journal of Physical Education, Recreation & Dance, 59, 81-84.
  • Worthington, R. L., & Whittaker, T. A. (2006). Scale development research: A content analysis and recommendations for best practices. The Counseling Psychologist, 34, 806-838.
  • Yong, A. G., & Pearce, S. (2013). A beginner’s guide to factor analysis: Focusing on exploratory factor analysis. Tutorials in Quantitative Methods for Psychology, 9, 79-94. Yurdugül, H. (2005, Eylül 28-30). Ölçek geliştirme çalışmalarında kapsam geçerliği için kapsam geçerlik indekslerinin kullanılması. [Sözlü bildiri]. XIV. Ulusal Eğitim Bilimleri Kongresi, Türkiye
  • Zembylas, M. (2003). Emotions and teacher identity: A poststructural perspective. Teachers and Teaching: Theory and Practice, 9, 213-238.

A Validity and Reliability Study of Physical Education and Sports Teacher Professional Identity Scale

Year 2024, , 1 - 19, 15.03.2024
https://doi.org/10.17240/aibuefd.2024..-1171362

Abstract

The aim of this research is to develop a physical education and sports teacher professional identity scale. Sequential exploratory design was used as the method. The research sample consists of 503 physical education and sports teachers working in Malatya, Osmaniye and Sivas provinces in the 2020-2021 academic year. Exploratory and Confirmatory Factor Analises were applied for construct validity. According to the results of exploratory factor analysis, it was seen that the scale consisted of two factors, professional belonging and self-belonging, and 9 items, and the total variance explained was 56.75%. According to the confirmatory factor analysis results, it is seen that the structure of the scale, consisting of 9 items and two factors, is suitable for the fit indices (χ2/df=1.20; RMSEA=0.035; SRMR=0.04; CFI=0.97; NFI=0.90; RFI=0.85; GFI=0.96; AGFI=0.93). The Cronbach Alpha coefficient value of the self-belonging dimension of the scale is 0.74, the composite reliability value is 0.81, and the average explained variance value is 0.53. The Cronbach Alpha coefficient value of the professional affiliation dimension is 0.80, the composite reliability value is 0.86, and the average explained variance value is 0.57. The overall Cronbach Alpha coefficient value of the scale is 0.88. According to the analysis conducted for test-retest reliability (n=36), it was determined that the consistency of the scale was high (r: 0.88, p<0.001). The distinctiveness of the items was made with a 27% lower-upper group comparison, and as a result, it was seen that all items were discriminative. As a result, it was understood that the scale is a reliable and valid scale consisting of 2 dimensions and 9 items measuring the professional identity perception of physical education and sports teachers.

References

  • Agee, J. (2004). Negotiating a teaching identity: An african american teacher’s struggle to teach in test-driven contexts. Teachers College Record, 106, 747-774.
  • Akmal, T., & Miller, D. (2003). Overcoming resistance to change: A case study of revision and renewal in a us secondary education teacher preparation program. Teaching and Teacher Education, 19, 409-420.
  • Alexander, C. S. (2010). Learning to be lawyers: Professional identity and the law school curriculum. Maryland Law Review, 70, 465-474.
  • Alpar, R. (2001). Spor bilimlerinde uygulamalı istatistik. Nobel Yayın Dağıtım.
  • Alsup, J. (2006). Teacher identity discourses: negotiating personal and professional spaces. Lawrence Erlbaum.
  • Anderson, J. C., & Gerbing, D. W. (1984). The effect of sampling error on convergence, improper solutions, and goodness-of-fit indices for maximum likelihood confirmatory factor analysis. Psychometrika, 49, 155-173.
  • Arpacı, D., & Bardakçı, M. (2015). Meslek öncesi öğretmen kimliği ölçeğinin Türkçe ’ye uyarlanması. Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 14, 687-719.
  • Atkinson, D. (2004). Theorising how student teachers form their identities in initial education. British Educational Research Journal, 30, 379-394.
  • Balcı, A. (2005). Sosyal bilimlerde araştırma. Pegem A Yayıncılık.
  • Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overviewof issues in the literature and implications forteacher education. Cambridge Journal of Education, 39, 175-189.
  • Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16, 749-764.
  • Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107-128.
  • Bilgin, N. (2014). Sosyal bilimlerde içerik analizi. Siyasal Kitabevi.
  • Boomsma, A. (1985). Nonconvergence, improper solutions, and starting values in LISREL maximum likelihood estimation. Psychometrika, 50, 229-242.
  • Boomsma, A., & Hoogland, J. J. (2001). The robustness of lisrel modeling revisited. In R. Cudeck, S. du Toit, & D. Sörbom (Eds.), Structural equation models: Present and future. A festschrift in honor of karl jöreskog (pp. 139-168). Scientific Software International.
  • Büyüköztürk, Ş. (2002). Sosyal bilimler için veri analizi el kitabı (2. Baskı). Pegem A Yayıncılık.
  • Büyüköztürk, Ş. (2004). Sosyal bilimler için veri analizi el kitabı (4. Baskı). Pegem Akademi Yayıncılık.
  • Büyüköztürk, Ş., Akgün, Ö. E., Karadeniz, Ş. Demirel, F., & Kılıç, E. (2013). Bilimsel araştırma yöntemleri. Pegem Akademi.
  • Can, A. (2016). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. Pegem Akademi Yayıncılık,
  • Chreim S., Williams B. B. & Hinings C. B. (2007). Interlevel influences on the reconstruction of professional role identity. Academy of Management Annals, 50, 1515-1539.
  • Clarke, M., Hyde, A., & Drennan, J. (2013). Professional identity in high education. In Kehm, B. M., & Teichler, U. (Eds.). The academic profession in Europe: New tasks and new challenges (pp. 7-21). Springer.
  • Cohen, J. L., (2008). That’s not treating you as a professional: Teachers constructing complex professional identities through talk. Teachers And Teaching Theory And Practice, 14, 79-93.
  • Cohen, R. J., & Swerdlik, M. E. (2013). Psikolojik test ve değerlendirme, testler ve ölçmeye giriş. Tavşancıl, E. (Çev.). Nobel Yayıncılık.
  • Connelly, F. M., & Clandinin, D. J. (1999). Shaping a professional identity: Stories of educational practice. College Press.
  • Creswell, J. W. (2005). Educational research. Planning, conducting and evaluating quantitative and qualitative research. Pearson Education.
  • Creswell, J. W. (2013). Qualitative ınquiry and research design: Choosing among five approaches, (3rd ed.). Sage Publication.
  • Çiçek, Ş., Kirazcı, S., & Koçak, S. (1998). Türkiye'de beden eğitimi öğretmeni profili: Demografik nitelikler, yaşam tarzı ve çalışma ortamı. Spor Bilimleri Dergisi, 9, 32-42.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları (1. baskı). Pegem Akademi.
  • Day, C. (1999). Developing teachers: The challenges of lifelong learning. London: Falmer Press.
  • Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: Stable and unstable identities. British Educational Research Journal, 32, 601-616.
  • Day, C., & Kington, A. (2008). Identity, well‐being and effectiveness: The emotional contexts of teaching. Pedagogy, Culture & Society, 16, 7-23.
  • Delahunty, J. (2012). ‘Who am i?’: Exploring identity in online discussion forums. International Journal of Educational Research, 53, 407-420.
  • Denzin, N. K., & Lincoln, Y. S. (2008). The landscape of qualitative research. Sage Publishing.
  • EBS. (2020). Kamu okullarında çalışan öğretmenlerin branşlara göre dağılımı. [Çevrim-içi: https://www.ebs.org.tr/ebs_files/files/yayinlarimiz2021/Egitime_Bakis_2020.pdf], Erişim tarihi: 20.02.2020.
  • Ergin, D. E. (1995). Ölçeklerde geçerlik ve güvenirlilik. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 7, 125-148.
  • Field, A. (2009). Discovering statistics for SPSS. Sage Publications.
  • Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22, 219-232.
  • Freese, A. (2006). Reframing one’s teaching: Discovering our teacher selves through reflection and inquiry. Teaching and Teacher Education, 22, 110-119.
  • Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Educational Research, 25, 99-125.
  • Girgin, D. (2016). Öğrenme ve öğretme dünyasını oluşturan sınıf öğretmeninin mesleki kimliği. [Doktora tezi]. Onsekiz Mart Üniversitesi.
  • Goode, W. J. (1957). Community within a community: The professions. American Sociological Review, 22, 194-200.
  • Hair, J. F., Hult, G. T. M., Ringle, C. M. & Sarstedt, M. (2017). A primer on partial least squares structural equation modeling. Thousand Oaks.
  • Horn, J. L. (1965). A rationale and test for the number of factors in factor analysis. Psychometrika, 30, 179-185.
  • İlgör, B. (2019). The relationship between english teachers’ professional ıdentity perceptions and self-efficacy beliefs. [Yüksek lisans tezi]. Uludağ Üniversitesi.
  • Kalaycı, Ş. (2006). Faktör analizi. SPSS uygulamalı çok değişkenli istatistik teknikleri. Asil Yayın Dağıtım.
  • Karaduman, S. (2010). Modernizmden postmodernizme kimliğin yapısal dönüşümü. Journal of Yaşar University, 17, 2886‐2899.
  • Kavrayıcı, C. (2019). Öğretmenlerin mesleki kimlik algıları ve örgütsel bağlılıkları arasındaki ilişki. [Doktora tezi]. Anadolu Üniversitesi.
  • Kelchtermans, G. (1993). Getting the story, understanding the lives: From career stories to teachers' professional development. Teaching and Teacher Education, 9, 443-456.
  • Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 29, 77-97.
  • Köysüren, D. A. (2016). Eğitimdeki değişimlerin bilişim teknolojileri öğretmenlerinin mesleki kimlik yapıları ve duyguları üzerindeki etkisi. [Doktora tezi]. Ankara Üniversitesi.
  • Lamote, C., & Engels, N. (2010). The development of student teachers’ professional identity. European Journal of Teacher Education, 33, 3-18.
  • Lewis, S. (2015). Qualitative inquiry and research design: Choosing among five approaches. Health Promotion Practice, 16, 473-475.
  • Luehmann, A. L. (2007). Identity development as a lens to science teacher preparation. Science Education, 91, 822-839.
  • Marshall, C., & Rossman, G. B. (2014). Designing qualitative research. Sage Publications.
  • Melville, S. B., & Cardinal, B. J. (1988). The problem: Body fatness within our profession. Journal of Physical Education, Recreation & Dance, 59, 85-95.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage Publications.
  • Mockler, N. (2011). Beyond ‘what works’: Understanding teacher identity as a practical and political tool. Teachers and Teaching, 17, 517-528.
  • Morsünbül, Ü., & Çok, F. (2013). Kimlik gelişiminde yeni bir boyut: Seçeneklerin saplantılı araştırılması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 5, 232-244.
  • Muthén, L. K., & Muthén, B. O. (2002). How to use a monte carlo study to decide on sample size and determine power. Structural Equation Modeling: A Multidisciplinary Journal, 9, 599-620.
  • Olsen, B. (2008). How reasons for entry into the profession illuminate teacher identity development. Teacher Education Quarterly, 35, 23-40.
  • Osborne, J. W. & Costello, A. B., (2009), Best practices in exploratory factor analysis: four recommendations for getting the most from your analysis. Pan-pacific Management Review, 12, 131-146.
  • Öncü, H. (1994). Eğitimde ölçme ve değerlendirme. Matser Basım San. ve Tic. Ltd. Şti.
  • Özçelik, D. A. (1981). Okullarda ölçme ve değerlendirme. ÖSYM-Eğitim Yayınları.
  • Özdamar, K. (2001). SPSS ile biyoistatistik (4. Baskı). Kaan Kitabevi.
  • Özdamar, K. (2002). Paket programlarla istatistiksel veri analizi-1 (4. Baskı). Kaan Kitabevi
  • Pratt, M. G., Rockmann, K. W., & Kaufmann, J. B. (2006). Constructing professional identity: The role of work and identity learning cycles in the customization of identity among medical residents. Academy of Management Journal, 49, 235-262.
  • Putten, S. V. (2011). Professional mathematics teacher identity in the context of preservice training. [Doctoral dissertation]. University of Pretoria.
  • Raykov, T. (1998). Coefficient alpha and composite reliability with interrelated nonhomogeneous items. Applied Psychological Measurement, 22, 375-385.
  • Schutz, P. A., Hong, J. Y., Cross, D. I., & Osbon, J. N. (2006). Reflections on investigating emotion in educational activity settings. Educational Psychology Review, 18, 343-360.
  • Slay, H. S., & Smith, D. A. (2011). Professional identity construction: Using narrative to understand the negotiation of professional and stigmatized cultural identities. Human Relations, 64, 85-107.
  • Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3, 49-74.
  • Sürücü, L., & Maslakçı, A. (2020). Validity and reliability in quantitative research. Business & Management Studies: An International Journal, 8, 2694–2726.
  • Şeker, H., & Gençdoğan, B. (2014). Psikolojide ve eğitimde ölçme aracı geliştirme. Nobel Yayıncılık.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. (5th ed.). Allyn & Bacon/Pearson Education.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. (5th ed.). Allyn & Bacon/Pearson Education.
  • Tashakkori, A., & Teddlie, C. (1998). Mixed methodology: Combining qualitative and quantitative approaches. Sage Publication.
  • Trent, J. (2011). ‘Four years on, i’m ready to teach’: Teacher education and the construction of teacher identities. Teachers and Teaching theory and practice, 17, 529-543.
  • Veneziano, L., & Hooper, J. (1997). A method for quantifying content validity of healthrelated questionnaires. American Journal of Health Behavior, 21, 67-70.
  • Whitley, J. D., Sage, J. N., & Butcher, M. (1988). Cardiorespiratory fitness. Role modelling by physical education instructors. Journal of Physical Education, Recreation & Dance, 59, 81-84.
  • Worthington, R. L., & Whittaker, T. A. (2006). Scale development research: A content analysis and recommendations for best practices. The Counseling Psychologist, 34, 806-838.
  • Yong, A. G., & Pearce, S. (2013). A beginner’s guide to factor analysis: Focusing on exploratory factor analysis. Tutorials in Quantitative Methods for Psychology, 9, 79-94. Yurdugül, H. (2005, Eylül 28-30). Ölçek geliştirme çalışmalarında kapsam geçerliği için kapsam geçerlik indekslerinin kullanılması. [Sözlü bildiri]. XIV. Ulusal Eğitim Bilimleri Kongresi, Türkiye
  • Zembylas, M. (2003). Emotions and teacher identity: A poststructural perspective. Teachers and Teaching: Theory and Practice, 9, 213-238.
There are 82 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Articles
Authors

Oğuzhan Çalı 0000-0001-6521-9714

Yahya Doğar 0000-0002-1068-2266

Publication Date March 15, 2024
Submission Date September 5, 2022
Published in Issue Year 2024

Cite

APA Çalı, O., & Doğar, Y. (2024). Beden Eğitimi ve Spor Öğretmeni Mesleki Kimlik Ölçeği Geçerlik ve Güvenirlik Çalışması. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 24(1), 1-19. https://doi.org/10.17240/aibuefd.2024..-1171362