Development of Teacher Job Performance Scale and Determining Teachers' Job Performance Level

Abstract

This study aims to develop a valid and reliable scale to measure teachers’ self-reported job performance and use it for the first time on the target group. In line with this aim, the current study employed a single surveying model. The study sample consisted of three groups. There are 265 teachers in the first group; 509 teachers in the second and 1935 teachers in the last one. Exploratory factor analysis and confirmatory factor analysis were used to determine the factor structure of the teachers’ job performance scale (TJPS). Cronbach’s Alpha reliability coefficient and item statistics were also calculated. Results showed that the TJPS is a valid and reliable three-dimensional measure: task performance (16 items), contextual performance (9 items) and adaptive performance (12 items). On the other hand, teachers’ performance level is “always” for task, adaptive and the overall scale and sometimes for contextual performance. Based on the findings, some suggestions were made.

Keywords

• teacher
• job performance
• scale development

Öğretmen İş Performansı Ölçeğinin Geliştirilmesi ve Öğretmenlerin İş Performansı Düzeyinin Belirlenmesi

Öz

Bu araştırmanın amacı öğretmenlerin iş performansını öz-bildirim yöntemiyle ölçmede kullanılabilecek geçerli ve güvenilir bir ölçme aracı geliştirmek ve geliştirilen ölçeğin ilk uygulamasını hedef grup üzerinde yürütmektir. Bu amaç doğrultusunda, araştırmada tekil tarama yöntemi esas alınmıştır. Araştırma üç farklı çalışma grubu üzerinde yürütülmüştür. Birinci çalışma grubunda 265 öğretmen; ikinci çalışma grubunda 509 öğretmen ve üçüncü çalışma grubunda 1935 öğretmen yer almaktadır. Öğretmen iş performansı ölçeğinin yapı geçerliğini test etmek amacıyla açımlayıcı faktör analizi ve doğrulayıcı faktör analizi yürütülmüştür. Güvenirlik analizleri kapsamında ise Cronbach Alfa güvenirlik katsayısı ve madde istatistikleri hesaplanmıştır. Elde edilen bulgular ölçeğin geçerli ve güvenilir bir ölçme aracı olduğuna işaret etmektedir. Ölçek görev performansı (16 madde), bağlamsal performans (9 madde) ve uyumsal performans (12 madde) olmak üzere üç boyuttan oluşmaktadır. Ayrıca, elde edilen bulgular öğretmen iş performansının görev performansı, uyumsal performans ve ölçek genelinde “her zaman” bağlamsal performans boyutunda ise “ara sıra” düzeyinde olduğunu göstermektedir. Bulgular temelinde birtakım öneriler getirilmiştir.

Anahtar Kelimeler

• öğretmen
• iş performansı
• ölçek geliştirme

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