OKUL MÜDÜRÜ GERİ BİLDİRİM ÖLÇEĞİ GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI

Year 2020, Volume: 19 Issue: 73, 395 - 413, 26.01.2020

Suphi Balcı Habib Özkan

https://doi.org/10.17755/esosder.574423

Abstract

Okul müdürlerinin
verdiği geri bildirimlerin etkililiği öğretmenlerin mesleki olarak
gelişimlerinde önemli etkenler arasında sayılmaktadır. Bu bağlamda okul
müdürlerinin öğretmenlere verdiği geri bildirimlerin etkililiğini ölçecek bir
ölçme aracı geliştirmek bu araştırmanın amacını oluşturmaktadır. Ölçek
maddeleri yazılırken hem etkili geri bildirimin işe vuruk tanımına hem de
etkili geri bildirim veren okul müdürü davranışlarına uygunluğuna dikkat edilerek
literatür taranmıştır. Kapsam geçerliği için 7 alan uzmanından görüş alındıktan
sonra ölçek açımlayıcı faktör analizi için önce Hatay ili Antakya ilçesindeki
resmi ortaokullarda görevli 363 öğretmene, sonra doğrulayıcı faktör analizi
için İskenderun ilçesindeki 315 öğretmene uygulanmıştır. Temel Bileşen Analizi
tekniğinin seçildiği ve dik döndürme yöntemlerinden Varimax’ın kullanıldığı faktör
analizi sonucunda her biri 17 maddeden oluşan iki boyut elde edilmiştir. Elde
edilen boyutlar “süreç” ve “işlev” olarak isimlendirilmiştir. Ölçeğin
açıkladığı toplam varyans %76.887 olarak bulunmuştur. Doğrulayıcı faktör
analizi ile ölçeğin model
uygunluk ölçütleri bakımından iyi ve kabul edilebilir uyum aralığında olduğu
sonucuna ulaşılmıştır. Ölçeğin güvenirlik katsayısı Cronbach’s Alfa katsayısı
ve iki yarı test istatistik teknikleri kullanılarak hesaplanmıştır. Her iki
analiz sonucunda da elde edilen değer hem ölçeğin bütünü ve alt boyutlarda
.90’nın üzerindedir. Sonuç olarak, yapılan analizler okul müdürü geri bildirim
ölçeğinin geçerli ve güvenilir bir ölçek olduğunu göstermektedir.

Keywords

Geri bildirim, öğretmen denetimi, öğretmen değerlendirme, sınıf içi öğretim

THE PRINCIPAL FEEDBACK SCALE: VALIDITY AND RELIABILITY STUDY

Abstract

The effectiveness of the feedback provided by principals is considered
as one of the essential factors in the professional development of teachers. In
this context, the purpose of this research is to develop a scale to measure the
effectiveness of the feedback given by principals to teachers. While writing
the scale items, the literature was searched with regard to the suitability of
the definition of effective feedback and the principal's behaviors of giving
effective feedback. After receiving the opinions of  7 experts for the content validity; first, the
scale was applied to 363 teachers working in official secondary schools in
Antakya, Hatay for the exploratory factor analysis, and then 315 teachers in
İskenderun for the confirmatory factor analysis. Two dimensions, each
consisting of 17 items, were obtained as the result of the factor analysis done
with Principal Component Analysis and Varimax Rotation method. The dimensions were
named as “process” and “function”. The total variance explained by the scale
was found as 76.887%. The confirmatory factor analysis showed that the scale
was in a good and acceptable fit range in terms of model fit criteria. The
reliability coefficient of the scale was calculated using Cronbach’s Alpha and Split-Half
statistical techniques. The results obtained from both analyzes are above .90
in both the whole scale and the sub-dimensions. As a result, the analyses show
that the principal feedback scale is a valid and reliable scale.

Keywords

Feedback, teacher supervision, teacher assessment, teaching

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