Gelişimsel Yetersizliği Olan Öğrencilere Yönelik Öğretmen Yeterlik Ölçeğinin Geliştirilmesi ve Demografik Değişkenler Açısından İncelenmesi

Abstract

Bu çalışma gelişimsel yetersizliği olan öğrencilere yönelik öğretmen yeterliğini değerlendirecek bir ölçek geliştirmeyi ve bu ölçeği özel eğitim öğretmenleri örneklemi üzerinde demografik değişkenler açısından incelemeyi amaçlamaktadır. Ölçeğin geçerliliği ve güvenilirliğini belirlemek için açımlayıcı ve doğrulayıcı faktör analizleri yapılmıştır. Açımlayıcı faktör analizi, ölçeğin iki faktör içerdiğini ortaya koymuştur. Birinci faktör olan "İşbirliği ve Hak Savunuculuğu", toplam varyansın %28,09'unu açıklamış ve Cronbach's alpha katsayısı 0,85 olarak bulunmuştur. İkinci faktör olan "Öğretim ve Sınıf Yönetimi" ise toplam varyansın %18,02'sini açıklamış ve Cronbach's alpha katsayısı 0,79 olarak hesaplanmıştır. Tüm ölçek için Cronbach's alpha katsayısı 0,82 olarak hesaplanmıştır. Ayrıca, McDonald’s omega katsayıları, birinci faktör için 0,86, ikinci faktör için 0,79 ve tüm ölçek için 0,82 olarak hesaplanmıştır. Sonuç olarak bu ölçek özel eğitim öğretmenlerinin yeterliklerini belirlemek için geçerli ve güvenilir bir araçtır. Özel eğitim öğretmenlerinin yeterliği, cinsiyetleri ve öğretim düzeylerine göre anlamlı bir şekilde farklılık göstermezken, öğretim düzeyleri, öğretmenlik yaptıkları yetersizlik grubu ve mesleki kıdemlerine göre anlamlı bir şekilde farklılık göstermektedir.

Keywords

• Gelişimsel yetersizlik
• özel eğitim
• öğretmen yeterliği
• ölçek geliştirme.

Developing Efficacy Scale for Teaching Students with Developmental Disabilities and an Analysis by the Special Education Teachers’ Sample

Abstract

This study aimed to develop a scale to assess the efficacy of teaching students with developmental disabilities and test it with a sample of special education teachers (SETs) by demographic characteristics. Exploratory and confirmatory factor analyses were performed to determine the scale’s validity and reliability. The exploratory factor analysis revealed that the scale has two factors. The first factor, “Cooperation and Rights Advocacy,” was explained as 28.09% of the total variance, with a Cronbach’s alpha coefficient of .85. The second factor, “Teaching and Classroom Management,” was explained as 18.02% of the total variance, with a Cronbach’s alpha coefficient of .79. Cronbach’s alpha coefficient for the whole scale was calculated as .82. Also, McDonald’s omega coefficients were calculated as .86 for the first, .79 for the second factors, and .82 for the whole scale. As a result, the scale is a valid and reliable tool for determining SETs’ efficacies. While the efficacy of SETs did not differ significantly according to the gender and educational level they teach, it differed significantly according to their educational level, disability group of their teaching, and professional seniority.

Keywords

• Developmental disability
• special education
• teacher efficacy
• scale development.

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