Değişime Hazır Olma Ölçeği'nin Geçerlilik ve Güvenilirlik Çalışması

Year 2013, Volume: 12 Issue: 1, 23 - 35, 26.06.2013

Yaşar Kondakçı Merve Zayim Ömer Çalışkan

Abstract

Bu çalışma okullarda öğretmen, yönetici ve rehber öğretmen olarak çalışan iş görenlerin değişime hazır
olma düzeylerini ölçen Değişime Hazır Olma-Bilişsel, Duygusal, Kararlılık (DHO-BDK) ölçeğini geliştirme
çalışmalarını içeren süreci anlatmaktadır. Çalışmanın birinci aşamasında, ilk ve ortaöğretim okullarından çalışan
toplam 700 öğretmenden toplanan veri ölçeğin yapı geçerliliği ve güvenirliğine ilişkin destek sağlamıştır. Buna
göre değişime hazır olmanın üç boyutu ortaya çıkmıştır: kararlılık boyutunda değişime hazır olma, duygu
boyutunda değişime hazır olma ve bilişsel boyutta değişime hazır olma. İkinci aşamada, yine ilk ve ortaöğretim
okullarında çalışan 603 öğretmenden oluşan bağımsız bir örneklemden toplanan veri 12 maddeli ve üç boyutlu
yapıyı desteklemiştir. Kararlılık boyutunda değişime hazır olma, bilişsel boyutta değişime hazır olma ve duygu
boyutunda değişime hazır olma için sırasıyla .90, .87 ve .75 düzeyinde Cronbach alfa değerleri bulunmuştur.
DHO-BDK’nin ek geçerlik çalışmalarıyla politika yapıcılar ve okullardaki yöneticiler için iş görenlerin değişime
hazır olmalarını değerlendirecekleri etkin bir araç olacağı ve buna bağlı olarak okullardaki değişim
uygulamalarına yönelik olarak iş görenlerin olumlu tutumlar geliştirmelerine yardımcı olacak stratejileri
geliştirmelerine yardımcı olacağına inanılmaktadır.

Keywords

Okul yönetimi, örgütsel değişim, değişime hazır olma

Development and Validation of Readiness for Change Scale

Abstract

This study described the process of developing and validating the Readiness for ChangeCognitive Emotional Intentional (RFOC-CEI) scale that can be used to assess readiness for change levels of organizational members working in schools including teachers, administrators, and counselor. In the first phase, data collected from 700 teachers in primary and secondary schools provided evidence for the construct validity and reliability of the new scale. Three dimensions emerged: intentional readiness for change, emotional readiness for change, and cognitive readiness for change. In the second phase, data collected from an independent sample of 603 teachers in primary and secondary schools confirmed the three-factor structure of the 12-item RFOC-CEI. The Cronbach alpha coefficients were found to be .90, .87, and .75 respectively for intentional, cognitive, and emotional readiness for change dimensions. Followed by the additional validation studies, the RFOC-CEI will serve as a valuable tool for policy makers and administrators in assessing readiness level of their staff and developing strategies for promoting positive attitudes toward indented changes in schools.

Keywords

school management, organizational change, readiness for change

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