DEVELOPMENT OF THE TEACHER PSYCHOLOGICAL FLEXIBILITY SCALE

Abstract

The current study aims at developing a measurement tool to identify teachers’ level of psychological flexibility. Psychological flexibility is the foundation of Acceptance and Commitment Theory and defines as being on to one’s emotions and feelings at the very present moment and behaving in accordance with one’s important values. There is no reliable and valid measurement tool that can measure teachers’ level of psychological flexibility at the work. Therefore, the researchers conducted the current study with 717 teachers in order to investigate the validity and reliability of Teacher Psychological Flexibility Scale. Exploratory Factor Analysis showed that the scale had 6 factors. It has been proven that this structure is compatible with the data obtained from a different sample and the goodness of fit indices are acceptable at an acceptable level (x^2/df=1,52, RMSEA=,04, SRMR=,03, GFI=,90, AGFI=,87, CFI=,92 ve NNFI(TLI)=,91). The criterion-related validity of the scale was examined with the 'Acceptance and Action Form in Business Life' and 'Acceptance and Action Form-II'. There was a positive and significant relationship between the Acceptance and Action Form in Business Life and the scale (r=.67, p < .01), and a negative significant relationship with the Acceptance and Action Form-II (r=.-50, p < .01). 01) was determined. The reliability of the scale was tested with Cronbach's Alpha coefficient (Alpha = .80) and test-retest (r=.77, p<.01) correlation. The Teacher Psychological Flexibility Scale was discussed with regard to scientific use according to the study analysis and it was decided to be a reliable and valid measurement tool.

Keywords

• psychological flexibility
• teacher
• scale development.

ÖĞRETMEN PSİKOLOJİK ESNEKLİK ÖLÇEĞİ’ NİN GELİŞTİRİLMESİ

Abstract

Bu çalışma, öğretmenlerin psikolojik esneklik düzeylerini belirleyebilmek için bir ölçme aracı geliştirmeyi amaçlamaktadır. Psikolojik esneklik, Kabul ve Kararlılık Kuramı’ nın temelidir ve kişinin şimdiki anda var olan duygu ve düşünceleriyle temasta olması ve kişinin kendisi için önemli olan değerleri doğrultusunda davranmasıdır. Öğretmelerin eğitim ortamlarındaki psikolojik esneklik düzeylerini belirlemeye yönelik bir ölçme aracı bulunmamaktadır. Bu amaçla geliştirilen Öğretmen Psikolojik Esneklik Ölçeği’nin geçerlilik ve güvenirliğini belirlemeye yönelik analizler 717 öğretmenden elde edilen veriler üzerinde yapılmıştır. Yapı geçerliği analizleri, ölçeğin 6 faktörlü bir yapıdan oluştuğunu göstermektedir. Bu yapının, farklı bir örneklemden elde edilen verilerle uyum iyiliği indekslerinin kabul edilebilir düzeyde uyumlu olduğu (x^2/df=1,52, RMSEA=,04, SRMR=,03, GFI=,90, AGFI=,87, CFI=,92 ve NNFI(TLI)=,91) kanıtlanmıştır. Ölçeğin, ölçüt bağıntılı geçerliği, ‘İş Yaşamında Kabul ve Eylem Formu’ ve ‘Kabul ve Eylem Formu-II’ ile incelenmiştir. İş Yaşamında Kabul ve Eylem Formu ile ölçek arasında pozitif yönde anlamlı bir ilişki olduğu (r=.67, p < .01), Kabul ve Eylem Formu-II ile negatif yönde anlamlı bir ilişki olduğu (r=.-50, p < .01) belirlenmiştir. Ölçeğin güvenirliği ise Cronbach Alpha katsayısı (Alpha = .80) ve test-tekrar test (r=.77, p<.01) korelasyonuyla test edilmiştir. Çalışma sonucunda, Öğretmen Psikolojik Esneklik Ölçeği, bilimsel kullanıma uygunluğu tartışılmış ve geliştirilmiş olan ölçeğin geçerli ve güvenilir bir ölçek olduğuna karar verilmiştir.

Keywords

• Psikolojik Esneklik
• öğretmen
• ölçek geliştirme
• psychological flexibility
• teacher
• scale development.

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