Abstract

Amaç: Bu araştırmanın amacı, Mesleki İşbirlikçi Liderlik Ölçeği'ni Türkçeye uyarlamak ve ölçeğin geçerlik ile güvenirlik düzeylerini incelemektir. İşbirlikçi liderlik, özellikle yükseköğretimdeki disiplinlerarası ekip çalışması ve proje tabanlı öğrenme ortamlarında öğrencilerin liderlik ve iş birliği becerilerini değerlendirmede temel bir araç işlevi görmektedir. Yöntem: Araştırma, lisans öğrencileriyle yürütülen kesitsel bir tarama desenine dayanmaktadır. Dil eşdeğerliği çeviri ve geri-çeviri protokolleriyle sağlandıktan sonra uzman değerlendirmeleriyle kapsam geçerliği incelenmiştir. Simbiyotik ilişkiler, farkındalık, liderlik kapasitesi ve paylaşılan varlıklar olmak üzere dört alt boyuttan oluşan ölçeğin yapı geçerliğini test etmek amacıyla açımlayıcı faktör analizi (AFA) ve doğrulayıcı faktör analizi (DFA) gerçekleştirilmiş; iç tutarlık düzeyi ise Cronbach alfa katsayısı ile hesaplanmıştır. Bulgular: AFA ve DFA sonuçları, orijinal ölçekle tutarlı dört boyutlu bir yapıyı doğrulamış ve uyum iyiliği değerlerinin kabul edilebilir sınırlar içinde olduğunu göstermiştir. Ölçeğin bütününe ilişkin Cronbach alfa katsayısı 0.90’ın üzerinde bulunarak yüksek bir iç tutarlılık sergilemiş, tüm alt boyutlar da güçlü bir güvenirlik düzeyi ortaya koymuştur. Sonuç: Araştırma amacına ulaşmış olup, Mesleki İşbirlikçi Liderlik Ölçeği'nin Türkçe formunun geçerli ve güvenilir bir ölçme aracı olduğunu kanıtlamıştır. Ölçek; yükseköğretimde disiplinlerarası grup çalışmalarını, proje temelli süreçleri ve liderlik eğitimlerini değerlendirmek ile geliştirmek isteyen araştırmacılar ve eğitimciler için kuramsal ve pratik açıdan nitelikli bir ölçme aracı sunmaktadır.

Keywords

• İşbirlikçi
• İşbirlikçi liderlik
• Liderlik

Adapting the Interprofessional Collaborative Leadership to the Turkish Context

Abstract

Purpose:  This study aims to adapt the Interprofessional Collaborative Leadership (ICL) Scale into Turkish and examine its psychometric properties. Collaborative leadership serves as a vital construct for assessing students' leadership and collaborative capabilities, particularly within interdisciplinary teamwork and project-based learning settings in higher education. Method:  A cross-sectional survey design was employed with undergraduate students. Following rigorous translation and back-translation procedures for linguistic equivalence, content validity was verified by expert reviews. The four-factor structure comprising symbiotic relationships, mindfulness, capacity to lead, and shared assets was examined through Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). Internal consistency reliability was determined using Cronbach’s alpha and composite reliability coefficients. Findings:   The results of the EFA and CFA confirmed a four-dimensional construct consistent with the original scale. The Cronbach's alpha coefficient for the overall scale was above 0.90, indicating high internal consistency, while the subscales also demonstrated strong reliability. Conclusion: The Turkish adaptation of the ICL Scale is an empirically valid and reliable instrument. Achieving its intended purpose, the scale provides educators and researchers with a rigorous measurement tool to assess, foster, and monitor collaborative leadership attributes in interdisciplinary group projects and professional training programs.

Keywords

• collaborative
• collaborative leadership
• leadership

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