BEDEN EĞİTİMİ – ROL STRESÖRLERİ ÖLÇEĞİNİN PSİKOMETRİK ÖZELLİKLERİNİN İNCELENMESİ

Abstract

Bu araştırmanın amacı, Beden Eğitimi (BE) öğretmenlerinin rol belirsizliği, rol çatışması ve aşırı rol yükü nedeniyle yaşadıkları stresi belirlemek amacıyla, Conley ve You (2009) tarafından geliştirilen Beden Eğitimi-Rol Stresörleri (BE-RS) ölçeğinin Türkçeye uyarlanması ve ölçeğin psikometrik özelliklerinin incelenmesidir. Araştırmaya 166 erkek ve 84 kadın olmak üzere toplam 250 BE öğretmeni (X̄ yaş = 36,74 ± 7,78) katılmıştır. Veri toplama aracı olarak Tanımlayıcı Bilgi Formu ve BE-RS ölçeği kullanılmıştır. Uyarlama sürecinde ölçek öncelikle Türkçeye çevrilmiş ve çevrilen ölçeğin kapsam geçerliği sınanmıştır. Uzman görüşleri doğrultusunda ölçek maddelerinin rol stresörlerini ölçmek için uygun ve öğretmenler için anlaşılır olduğu belirlenmiştir. Ölçeğin yapı geçerliği, doğrulayıcı faktör analizi (DFA) ile test edilmiştir. Orijinal BE-RS ölçeği, rol belirsizliği (4 madde), rol çatışması (3 madde) ve aşırı rol yükü (2 madde) olmak üzere üç alt boyut bulunmaktadır. Ölçek 7 dereceli likert tipindedir. DFA analizi, iyi uyum indekslerine sahip üç faktörlü modeli doğrulamıştır (χ²= 49,531, df= 24, p< 0,001; TLI= 0,95; CFI= 0,97; RMSEA= 0,06; SRMR= 0,04). Faktör yüklerinin 0,61 ile 0,92 arasında değiştiği ve bu nedenle ölçeğin anlamlı faktör yüklerine sahip olduğu belirlenmiştir. Ayrıca faktörler arasında düşük düzeyde pozitif yönlü bir kovaryans tespit edilmiştir. Sonuç olarak, ölçeğin orijinal yapısını koruduğu ve Türk BE öğretmenlerinin rol stresörlerini ölçmede geçerli ve güvenilir bir araç olarak kullanılabileceği belirlenmiştir.

Keywords

• Beden eğitimi
• Rol belirsizliği
• Rol karmaşası
• Aşırı rol yükü

EXAMINATION OF PSYCHOMETRIC PROPERTIES OF THE PHYSICAL EDUCATION – ROLE STRESSORS SCALE

Abstract

The aim of this study is to adapt the Physical Education-Role Stressors (BE-RS) Scale, developed by Conley and You (2009), into Turkish and to examine its psychometric properties in order to identify the stress experienced by Physical Education (PE) teachers due to role conflict, role ambiguity, and role overload. A total of 250 PE teachers (166 males and 84 females) participated in the study (X̄ age = 36.74 ± 7.78). Descriptive Information Form and the BE-RS scale were used as data collection tools. During the adaptation process, the scale was first translated into Turkish, and the content validity of the translated scale was assessed. Based on expert opinions, the scale items were determined to be appropriate for measuring role stressors and understandable for teachers. The construct validity of the scale was tested using confirmatory factor analysis (CFA). The original BE-RS scale consists of three sub-dimensions—role conflict, role ambiguity (four items), role conflict (three items) and role overload (two items)—with a total of nine items. The scale is a 7-point likert type. The CFA analysis confirmed the three-factor model with good fit indices (χ²= 49.531, df= 24, p< 0.001; TLI= 0.95; CFI= 0.97; RMSEA= 0.06; SRMR= 0.04). It was determined that the factor loadings ranged from 0.61 to 0.92, indicating that the scale has meaningful factor loadings. Additionally, a low level of positive covariance between the factors was observed. In conclusion, it was determined that the scale retains its original structure and can be used as a valid and reliable tool for measuring role stressors among Turkish PE teachers.

Keywords

• Physical education
• Role ambiguity
• Role conflict
• Role overload

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