The Study of Content Validity and Reliability of School Administrator Competence Inventory according to Katz Theory SACIK

Year 2022, Volume: 9 Issue: 2, 154 - 168, 31.07.2022

Gülnur Ak Küçükçayır , Necati Cemaloğlu

Abstract

In the literature, we can find numerous measurement tools containing many different or overlapping views of the competencies of school administrators. The aim of this research is to develop a more practical measurement tool to determine the training needs of school administrators according to a complex theoretical background that is reliable, has robust psychometric properties, could be designed for multiple stakeholders, and is easily updated according to today's needs. Using the theory synthesis technique, Katz’s theory and leadership and management studies in educational administration were combined to create a conceptual framework. Due to the research purpose and theoretical background, the theoretical form technique was preferred. At this stage, content validity was applied and according to expert opinions, the content validity rates and index of the items were calculated according to the Lawshe technique. In the calculation of internal reliability, a reliability study was carried out using the Cronbach Alpha coefficient method. The sample was determined by a random sampling method and applied by grouping. As a result, the 116item SACIK School Administrator Competence Inventory according to Katz theory was created in accordance with multistakeholder participation by adapting it to administrators, teachers, and parents. The result is that the validity and reliability are high and applicable according to the calculations of the SACIK, Administrator-Self-Assessment, Teacher-Evaluation, ParentEvaluation inventories, reliability coefficients, and item-test correlation.

Keywords

School, educational administration, competence, content validity, school administrator

Katz Kuramına göre Okul Yöneticisi Yeterlik Envanteri KOYYE Kapsam Geçerliği ve Güvenirlik Çalışması

Abstract

Literatürde okul yöneticilerinin yeterliklerine ilişkin birçok farklı veya örtüşen görüşleri içeren çok sayıda ölçme aracına rastlamak mümkündür. Bu araştırmanın amacı, okul yöneticilerinin eğitim ihtiyaçlarının karmaşık bir teorik altyapıya göre belirlenmesine yönelik güvenilir, güçlü psikometrik özelliklere sahip, çoklu paydaşlar için tasarlanabilen ve günümüz ihtiyaçlarına göre kolayca güncellenebilen daha pratik bir ölçme aracı geliştirmektir. Teori sentezi tekniği kullanılarak, Katz teorisi ve eğitim yönetimindeki liderlik ve yönetim çalışmaları bir araya getirilerek kavramsal bir çerçeve oluşturulmuştur. Araştırmanın amacı ve kuramsal altyapısı nedeniyle kuramsal form tekniği tercih edilmiştir. Bu aşamada kapsam geçerliliği uygulanarak uzman görüşlerine göre, maddelerin kapsam geçerlik oranları ve indeksi, Lawshe tekniğine göre hesaplanmıştır. İç güvenirliğin hesaplanmasında ise, Cronbach Alpha katsayısı yöntemi ile güvenirlik çalışması yapılmıştır. Örneklem, seçkisiz örnekleme yöntemi ile belirlenmiş ve kümelendirilerek uygulanmıştır. Sonuç olarak, 116 maddelik KOYYE Katz kuramına göre Okul Yöneticilerinin Yeterlik Envanteri , KOYYE yönetici, öğretmen ve velilere de uyarlanarak, çoklu paydaş katılımına uygun olarak oluşturulmuştur. KOYYE, Yönetici-Öz Değerlendirme, Öğretmen-Değerlendirme, Veli-Değerlendirme envanterleri, güvenirlik katsayıları ve madde-test korelasyonu hesaplamalarına göre geçerlik ve güvenirliğin yüksek ve uygulanabilir olduğu sonucuna varılmıştır.

Keywords

Okul, eğitim yönetimi, yeterlik, kapsam geçerliliği, okul yöneticisi

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