Onarıcı Adalet İdeolojisi Ölçeğinin Türk Kültürüne Uyarlanması ve Öğretmenlerin Onarıcı Adalet İnançlarının İncelenmesi

Abstract

Bu araştırmada, Onarıcı Adalet İdeolojisi Ölçeğinin Türk kültürüne uyarlanması ve öğretmenlerin onarıcı adalet inançlarının çeşitli değişkenler açısından incelenmesi amaçlanmıştır. Onarıcı adalet, geleneksel ceza adalet sistemine alternatif olarak, suç ve disiplin ihlallerinde onarım ve toplumsal uyum odaklı bir yaklaşım sunmaktadır. Eğitim bağlamında, okul disiplin politikalarına daha kapsayıcı ve yapıcı bir model kazandırdığı için önem taşımaktadır. Çalışmada, ölçeğin yapı geçerliğini test etmek amacıyla Doğrulayıcı Faktör Analizi uygulanmış ve uyum indeksleri değerlendirilmiştir. Ölçek, “onarım”, “işbirliği” ve “iyileştirme” olmak üzere üç alt boyutlu bir yapıya sahiptir. Bulgular, ölçeğin genel olarak kabul edilebilir bir geçerlik ve güvenirlik düzeyine sahip olduğunu göstermiştir ancak iyileştirme alt boyutu, diğer alt boyutlara kıyasla daha düşük iç tutarlılık göstermiştir. Kültürel faktörler bu boyutun değerlendirilme biçimini etkileyebilir. Öğretmenlerin onarıcı adalet inançları, cinsiyet, kıdem ve çalışılan eğitim kademesi değişkenleri açısından anlamlı farklılık göstermemiştir. Bu bulgu, onarıcı adalet anlayışının demografik faktörlerden bağımsız olarak benimsendiğini göstermektedir. Çalışmanın bulguları, onarıcı adaletin Türkiye’de eğitim sistemine entegrasyonu konusunda daha fazla araştırmaya ihtiyaç olduğunu ortaya koymaktadır.

Keywords

• Onarıcı adalet ideolojisi
• ölçek uyarlama
• doğrulayıcı faktör analizi
• öğretmen
• onarıcı adalet inançları

Adaptation of the Restorative Justice Ideology Scale to Turkish Culture and an Assessment of Teachers’ Restorative Justice Beliefs

Abstract

This study aimed to adapt the Restorative Justice Ideology Scale (RJI Scale) for use in Turkish culture and examine teachers’ restorative justice beliefs about various variables. Restorative justice offers an approach focused on repair and social harmony in response to crime and disciplinary violations, providing an alternative to the traditional criminal justice system. In the context of education, it is essential because it provides a more inclusive and constructive model for school discipline policies. In the study, Confirmatory Factor Analysis (CFA) was employed to assess the construct validity of the scale, and the fit indices were evaluated. The scale has a structure with three sub-dimensions: “restoration,” “cooperation,” and “healing.” The findings showed that the scale generally has an acceptable level of validity and reliability; however, the healing sub-dimension exhibited lower internal consistency compared to the other sub-dimensions. Cultural factors may influence the evaluation of this dimension. Teachers’ restorative justice beliefs did not show significant differences in terms of gender, seniority and level of education. This finding indicates that the concept of restorative justice is adopted regardless of demographic factors. The study’s findings suggest that further research is necessary to integrate restorative justice into the education system in Turkey.

Keywords

• Restorative justice ideology,
• scale adaptation
• comfirmatory factor analysis
• teacher
• restorative justice beliefs

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