Mesleki Gelişimde Öğretmen Etkenliği Ölçeği: Geçerlik ve Güvenirlik Çalışması

Year 2025, Volume: 13 Issue: 1, 345 - 378, 29.03.2025

Cahit Erdem , Hilal Tunç Toptaş , Hateme Aysel Kuzu , Barış Varol

https://doi.org/10.46778/goputeb.1589783

Abstract

Öncelikli bir öğretmen yeterliği olarak görülen ve öğretmen kimliğinin bir bileşeni olan öğretmen etkenliğinin önemli bir boyutunu mesleki gelişim oluşturmaktadır. Öğretmenlerin mesleki gelişimleri bağlamında etkenlik düzeylerini ölçen bir ölçme aracı alanyazında bulunmamaktadır. Bu ihtiyaçtan hareketle bu çalışmada, öğretmenlerin mesleki gelişimleri bağlamında etkenlik düzeylerini belirlemede kullanılacak bir ölçek geliştirilmiştir. Araştırmanın çalışma grubunu açımlayıcı faktör analizi için 293, doğrulayıcı faktör analizi için 242 öğretmen oluşturmuştur. Alanyazında önerilen ölçek geliştirme adımları takip edilerek geliştirilen ölçek 3 boyut altında (sürekli mesleki gelişim, mesleki gelişime yönelik gönüllü girişimler, öz değerlendirme) toplanan 17 maddeden oluşmaktadır. Ölçeğin yapı geçerliği için açımlayıcı ve doğrulayıcı faktör analizleri gerçekleştirilmiştir. Ölçeğin iç tutarlılığı Cronbach’s Alpha değeri ile test edilmiştir. Yapılan analizler neticesinde öğretmenlerin mesleki gelişim sürecinde etkenlik düzeylerini belirlemeyi amaçlayan geçerli ve güvenilir bir ölçme aracı olan Mesleki Gelişimde Öğretmen Etkenliği Ölçeği alanyazına sunulmuştur.

Keywords

Mesleki Gelişim, Ölçek Geliştirme, Öğretmen Kimliği, Öğretmen Failliği

Ethical Statement

Afyon Kocatepe Üniversitesi, Sosyal ve Beşeri Bilimleri Bilimsel Araştırma ve Yayın Etiği Kurulu’nın 26.06.2024 tarihli 2024/214 nolu kararı ile etik izin alınmıştır.

The Scale of Teacher Agency in Professional Development: The Validity and Reliability Study

Abstract

Professional development is considered a significant component of teacher agency, recognized as a fundamental competency of the profession and a component of teacher identity. Currently, there is a notable absence of measurement tools in the extant literature that assess teachers' agency levels in the context of their professional development. Addressing this lacuna, the present study aims to develop a scale to evaluate teachers' agency levels in professional development. The study group comprised 293 teachers for exploratory factor analysis and 242 teachers for confirmatory factor analysis. The scale was developed in accordance with the recommended steps for scale development. It consists of 17 items, which are distributed across three dimensions (continuous professional development, voluntary initiatives for professional development, self-evaluation). Exploratory and confirmatory factor analyses were conducted to assess the scale's construct validity. The internal consistency of the scale was then determined using Cronbach's Alpha value. The analyses yielded the Scale of Teacher Agency in Professional Development, a scale that has been proven to be both valid and reliable in determining the level of teachers' agency in the professional development process.

Keywords

Professional Development, Scale Development, Teacher Identity, Teacher Agency

Ethical Statement

Ethical permission was obtained with the decision of Afyon Kocatepe University, Social and Human Sciences Scientific Research and Publication Ethics Committee dated 26.06.2024 and numbered 2024/214.

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