Öğretmen Öznel İyi Oluş Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması

Year 2025, Issue: 63, 203 - 243, 27.03.2025

Nazan Bakır , Gökhan Arastaman

https://doi.org/10.53444/deubefd.1490984

Abstract

Öğretmenlerin öznel iyi oluş düzeylerinin belirlenmesi önemsenmektedir. Bu doğrultuda bu araştırmada, öğretmenlerin öznel iyi oluş düzeylerini belirlemek amacıyla geçerli ve güvenilir bir “Öğretmen Öznel İyi Oluş Ölçeği” geliştirilmesi amaçlanmıştır. Bu amaç çerçevesinde çalışmada, ölçeğin yapı geçerliği kapsamında gerçekleştirilen Açımlayıcı Faktör Analizi (AFA) için kamu okullarında çalışan 343 öğretmen, Doğrulayıcı Faktör Analizi (DFA) için 250 öğretmen, ölçüt bağıntılı geçerlik için ise 214 öğretmenden oluşan üç farklı çalışma grubu ile çalışılmıştır. Ölçeğin yapı geçerliği için AFA, DFA, yakınsama geçerliği ve ölçüt bağıntılı geçerlik analizleri; güvenirliği için ise Cronbach Alpha katsayısı, birleşik güvenirlik değeri, madde-toplam puan korelasyon katsayıları, Ferguson Delta katsayısının hesaplanması ile test yarılama yöntemi ve alt-üst %27’lik grup yöntemi kullanılmıştır. AFA sonucunda toplam varyansın %67.04’ünü açıklayan 13 madde ve “okul bağlılığı” ve “mesleki doyum” olmak üzere 2 boyuttan oluşan bir ölçek elde edilmiştir. DFA sonucunda model uyum indeks değerleri χ2/df=1.50, RMSEA=.04, RMR=.05, CFI=.95, IFI=.95, GFI=.93, AGFI=.90, TLI(NNFI)=.94, PNFI=.68, PCFI=.74, PGFI=.62 olarak tespit edilmiş ve bu uyum değerleri yapının iyi uyum değerlerine sahip olduğu belirlenmiştir. Ölçüt bağıntılı geçerlik analizi için Renshaw vd. (2015)’ın geliştirdiği öğretmen öznel iyi oluş ölçeği kullanılmış, iki ölçek arasındaki korelasyon katsayısı r=.82 olarak hesaplanmıştır. Bu kapsamda ölçekler arasında yüksek düzeyde anlamlı bir ilişki olduğu ve geliştirilen ölçeğin ölçüt-bağıntılı geçerliğe sahip olduğu sonucuna varılmıştır. Ölçeğin Cronbach Alfa katsayısı .90, bileşik güvenirlik katsayısı .98 ve Ferguson Delta katsayısı .92 olarak tespit edilmiştir. Ölçeğe ilişkin madde-toplam korelasyon değerlerinin .69-.84 arasında olduğu ve bu kapsamda her bir ölçek maddesinin ölçeğin tamamı ile ilişkili olduğu belirlenmiştir. Test yarılama yöntemi sonucunda katılımcıların ölçeğin iki yarısına verdikleri cevaplar arasındaki ilişkinin r=.92 olduğu; alt-üst %27’lik grup yöntemi sonucunda ise iki grup arasında anlamlı bir ilişki olduğu (t=-30.42; p<.001) tespit edilmiştir. Ayrıca ölçeğin yakınsak ve ıraksak geçerliliğinin test edilmesi sonucunda AVE değeri .79, MSV ve ASV değeri .47 bulunmuştur. Elde edilen bulgular doğrultusunda geliştirilen “Öğretmen Öznel İyi Oluş Ölçeği”nin öğretmenlerin öznel iyi oluş düzeylerini belirlemek üzere kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğu sonucuna varılmıştır.

Keywords

Öğretmen, öznel iyi oluş, ölçek geliştirme, geçerlik, güvenirlik, faktör analizi

Thanks

Prof.Dr. Şakir ÇINKIR, Doç. Dr. Didem KOŞAR, Doç. Dr. Nihan DEMİRKASIMOĞLU, Doç. Dr. Pınar AYYILDIZ, Dr. Ezgi AĞCİHAN, Dr. Dinçer ÖLÇÜM, Dr. Hayriye Sultan TUNÇ, Dr. Tuncer FİDAN, Bilim Uzmanı Çiğdem AYANOĞLU' na uzman değerlendirmeleri için teşekkür ederiz.

Development of the Teacher Subjective Well-Being Scale: Validity and Reliability Study

Abstract

It is important to determine the subjective well-being levels of teachers. In this direction, in this research, it was aimed to develop a valid and reliable "Teacher Subjective Well-Being Scale" in order to determine the subjective well-being levels of teachers. Within the framework of this purpose, the study was studied with three different study groups consisting of 343 teachers working in public schools for Explanatory Factor Analysis (EFA) carried out within the scope of the structural validity of the scale, 250 teachers for Confirmatory Factor Analysis (CFA) and 214 teachers for criterion-relative validity. For the structural validity of the scale, EFA, CFA, convergence validity, and criterion-related validity analyses; for reliability, the calculation of the Cronbach Alpha coefficient, the combined reliability value, the substance-total score correlation coefficients, and the Ferguson Delta coefficient, the test halving method, and the group method of the lower-upper 27% were used. As a result of EFA, a scale consisting of 13 items explaining 67.04% of the total variance and 2 dimensions, "school loyalty" and "professional satisfaction", was obtained. As a result of CFA, the model compatibility index values were determined as χ2/df=1.50, RMSEA=.04, RMR=.05, CFI=.95, IFI=.95, GFI=.93, AGFI=.90, TLI(NNFI)=.94, PNFI=.68, PCFI=.74, PGFI=.62 and these compatibility values were determined to have good compatibility values of the structure. The teacher's subjective well-being scale developed by Renshaw vd. (2015) was used for the criterion-correlated validity analysis, and the correlation coefficient between the two scales was calculated as r=.82. In this context, it has been concluded that there is a high level of significant relationship between the scales and that the developed scale has criterion-related validity. The Cronbach Alpha coefficient of the scale was determined as .90, the compound reliability coefficient was .98, and the Ferguson Delta coefficient was determined as .92. It has been determined that the substance-total correlation values for the scale are between .69-.84, and in this context, each item of the scale is related to the entire scale. As a result of the test halving method, it was determined that the relationship between the answers given by the participants to the two halves of the scale was r=.92; as a result of the lower-top 27% group method, it was determined that there was a significant relationship between the two groups (t=-30.42; p<.001). In addition, as a result of testing the convergent and divergent validity of the scale, the AVE value was found to be .79, the AVE value was found to be found to be MSV and the ASV value to be .47. It was concluded that the “Teacher Subjective Well-Being Scale” developed in line with the findings obtained is a valid and reliable measurement tool that can be used to determine the subjective well-being levels of teachers.

Keywords

Teacher, subjective well being, scale development, validity, reliability, factor analysis.

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