Development of Educational Data Literacy Competency Perception Scale for Early Childhood Teachers: Validity and Reliability Study

Year 2025, Volume: 58 Issue: 2, 591 - 650, 16.08.2025

Fadime Biçici Uslu , Selda Aras , Arif Yılmaz

Abstract

Educational data literacy is defined as the competence to accurately observe, analyze, and respond to various types of data, with the aim of continuously improving teaching and learning processes at both classroom and school levels. This study aimed to develop a valid and reliable measurement tool to assess preschool teachers' perceptions of their competencies in educational data literacy. A quantitative research approach was adopted in the study. The study group consisted of 579 preschool teachers working in early childhood education institutions affiliated with the Ministry of National Education across 81 provinces of Türkiye during the 2022–2023 academic year. The data were analyzed using SPSS 22.0. and AMOS 24.0. software. The results of the exploratory factor analysis revealed that the scale comprises six dimensions and 39 items. The findings from the confirmatory factor analysis indicated that the model's fit indices were within acceptable limits. The internal consistency coefficient (Cronbach’s Alpha) of the scale was calculated as .97. Based on the findings, it can be concluded that the developed Educational Data Literacy Competency Perception Scale is a valid and reliable instrument for assessing preschool teachers’ perceptions of their educational data literacy competencies.

Keywords

Assessment, Data, Data-Driven Decision-Making, Preschool Education, Data Literacy, Educational Data Literacy

Okul Öncesi Öğretmenleri İçin Eğitsel Veri Okuryazarlığı Yeterlik Algısı Ölçeği: Geçerlik ve Güvenirlik Çalışması

Abstract

Eğitsel veri okuryazarlığı, sınıf içi ve okul düzeyinde öğretme-öğrenme süreçlerini sürekli iyileştirmek amacıyla çeşitli veri türlerini doğru biçimde gözlemleme, analiz etme ve bu verilere uygun yanıtlar üretme yetkinliği olarak tanımlanmaktadır. Bu araştırmada, okul öncesi öğretmenlerinin eğitsel veri okuryazarlığına ilişkin yeterlik algılarını ölçmek amacıyla geçerli ve güvenilir bir ölçme aracı geliştirilmesi hedeflenmiştir. Araştırmada nicel araştırma yaklaşımı benimsenmiştir. Çalışma grubu, 2022–2023 eğitim-öğretim yılında Türkiye’nin 81 ilinde Millî Eğitim Bakanlığına bağlı okul öncesi eğitim kurumlarında görev yapan 579 öğretmenden oluşmaktadır. Veriler, SPSS 22.0 ve AMOS 24.0 programlarıyla analiz edilmiştir. Açıklayıcı faktör analizi sonucunda, ölçeğin altı boyut ve 39 maddeden oluştuğu belirlenmiştir. Doğrulayıcı faktör analizi bulguları, modelin uyum indekslerinin kabul edilebilir sınırlar içinde olduğunu göstermektedir. Ölçeğin iç tutarlılık katsayısı (Cronbach Alfa) .97 olarak hesaplanmıştır. Elde edilen bulgular doğrultusunda, geliştirilen Eğitsel Veri Okuryazarlığı Yeterlik Algısı Ölçeğinin (EVOYAÖ), okul öncesi öğretmenlerinin yeterlik algılarını değerlendirmek için geçerli ve güvenilir bir araç olarak kullanılabileceği sonucuna ulaşılmıştır.

Keywords

Değerlendirme, Veri, Veriye Dayalı Karar Verme, Okul Öncesi, Veri Okuryazarlığı, Eğitsel Veri Okuryazarlığı

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