The Trauma-Informed Care Self-Efficacy Scale (TICSES): Development and Validation for Turkish Pre-service Teachers

Abstract

This study intended to developed test psychometric properties of a scale assessing Turkish preservice teachers’ self-efficacy regarding trauma informed teaching. Employing a sequential mixed-methods design, the study began with qualitative interviews with 30 experienced educators to generate item content. This was followed by pilot testing with 22 participants and psychometric validation with 629 preservice teachers (305 for exploratory factor analysis [EFA], 324 for confirmatory factor analysis [CFA]). Principal component analysis with oblique rotation revealed a two-factor structure - Understanding of Trauma Effects (6 items) and Trauma Intervention Skills (6 items) -accounting for 53.79% of the total variance, with an interfactor correlation of r = .550. CFA supported the two-factor model with excellent fit. Internal consistency was strong for both the total scale and the subscales. Likewise, split-half reliability coefficients were high. Convergent validity was supported by moderate positive correlations with social-emotional learning competencies, while discriminant validity was supported by predominantly weak correlations with experiential avoidance. The TICSES fills a critical measurement gap in trauma-informed education by offering a psychometrically sound tool for assessing preservice teachers’ readiness to support trauma-affected students and for evaluating the impact of related professional development efforts.

Keywords

• trauma informed care
• teacher self-efficacy
• scale development
• psychometric validation
• pre-sercive teachers

Travma Duyarlılığı Yeterlik Algıları Ölçeği (TDYAÖ): Türk Öğretmen Adayları İçin Geliştirme ve Geçerlik Çalışması

Abstract

Bu çalışma, Türk öğretmen adaylarının travma duyarlı öğretime ilişkin öz-yeterliklerini değerlendirmeye yönelik bir ölçeğin psikometrik özelliklerini test etmeyi amaçlamaktadır. Sıralı karma yöntem desenine dayalı olarak yürütülen araştırma, ölçek maddelerini oluşturmak üzere 30 deneyimli eğitimciyle gerçekleştirilen nitel görüşmelerle başlamıştır. Bunu, 22 katılımcıyla yapılan pilot uygulama ve 629 öğretmen adayından elde edilen verilerle gerçekleştirilen psikometrik doğrulama süreci izlemiştir (305 katılımcı açımlayıcı faktör analizi [AFA], 324 katılımcı doğrulayıcı faktör analizi [DFA] için). Eğik rotasyonlu temel bileşenler analizi sonucunda, toplam varyansın %53,79’unu açıklayan ve faktörler arası korelasyonun r = .550 olduğu iki faktörlü bir yapı belirlenmiştir: Travmanın Etkilerini Anlama (6 madde) ve Travma Müdahale Becerileri (6 madde). DFA bulguları, iki faktörlü modelin mükemmel uyum sağladığını göstermiştir. Ölçeğin hem toplamı hem de alt boyutları için iç tutarlılık katsayıları yüksek bulunmuş; benzer şekilde testi yarılama güvenirliği katsayılarının da yüksek düzeyde olduğu saptanmıştır. Yakınsak geçerlik, sosyal-duygusal öğrenme yeterlikleri ile orta düzeyde pozitif korelasyonlar tarafından desteklenirken; ayırt edici geçerlik ise deneyimsel kaçınma ile çoğunlukla zayıf korelasyonlar tarafından desteklenmiştir. TDYAÖ, travma duyarlı eğitim alanında önemli bir ölçme boşluğunu doldurarak, öğretmen adaylarının travmadan etkilenmiş öğrencileri desteklemeye yönelik hazır bulunuşluklarının değerlendirilmesi ve ilgili mesleki gelişim programlarının etkisinin incelenmesi için psikometrik açıdan güvenilir ve geçerli bir araç sunmaktadır.

Keywords

• travma duyarlı eğitim
• öğretmen öz yeterliği
• ölçek geliştirme
• psikometrik geçerlilik
• öğretmen adayları

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