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SOSYAL ADALET LİDERLİĞİ ÖLÇEĞİ’NİN SALÖ GELİŞTİRİLMESİ: GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI

Year 2015, Volume: 16 Issue: 3, 201 - 218, 01.08.2015

Abstract

Bu çalışmada okul müdürlerinin sosyal adalet liderliği davranışlarını belirlemeye elverişli, geçerli ve güvenilir bir ölçeğin geliştirilmesi amaçlanmıştır. Bu kapsamda sosyal adalet liderliği yazınına dayalı olarak hazırlanan madde havuzu, uzman görüşüne sunulmuştur. Uzman önerileri ile son şekli verilen 33 maddelik taslak ölçek, Ankara ilindeki dört farklı okuldan 424 öğrenciye uygulanmıştır. Ölçeğin yapı geçerliği, açımlayıcı AFA ve doğrulayıcı DFA faktör analizi ile incelenmiştir. AFA, Sosyal Adalet Liderliği Ölçeğinin SALÖ „destek?, „eleştirel bilinç? ve „katılım? olmak üzere üç faktörlü olduğu ortaya koymuştur. SALÖ, varyansın %57sini açıklamıştır. DFA, üç faktörlü modele ilişkin uyum iyiliği değerlerinin “mükemmel uyum” düzeyinde olduğunu göstermiştir. SALÖ?de yer alan madde ve faktörlerin ayırt edicilik güçlerinin de yüksek olduğu belirlenmiştir. Cronbach alfa, Guttman ve Spearman-Brown iç tutarlılık katsayıları ise SALÖ?nün yüksek düzeyde güvenilir olduğunu göstermiştir. Bu bulgulara dayalı olarak, SALÖ?nün Türkiye?deki okullarda müdürlerin sosyal adalet liderliği davranışlarını belirlemede kullanılmaya elverişli, geçerli ve güvenilir bir veri toplama aracı olduğu sonucuna ulaşılmıştır.

References

  • Anastasia, L., & Cathy, S. (2014). Education leaders for social justice: The case of special education needs coordinators. International Journal of Inclusive Education, 18(8), 783-797.
  • Archer, L., Hutchings, M., & Ross, A. (2003). Higher education and social class. London: RoutletgeFarmer.
  • Baker, E. T., Wang, M. C., & Walberg, H. J. (1995). The effects of inclusion on learning. Educational Leadership, 52(4), 33-35.
  • Bogotch, I. E. (2002). Educational leadership and social justice: Practice into theory. Journal of School Leadership, 12(2), 138-156.
  • Blackmore, J. (2002). Leadership for socially just schooling: More substance and less style in high-risk, low-trust times? Journal of School Leadership, 12(2), 198-211.
  • Brooks, J. S., & Miles, M. T. (2006). From scientific management to social justice... and back again? Pedagogical shifts in educational leadership. International Electronic Journal for Leadership in Learning.
  • Brown, K. M. (2004). Leadership for social justice and equity: Weaving a transformative framwork and andragogy. Educational Administration Quarterly, 40(1), 77-108.
  • Brown, K. M. (2004). Leadership for social justice and equity: Evaluating a transformative framework and andragogy. Educational Administration Quarterly, 42(5), 77-108.
  • Bruner, D. Y. (2008). Aspiring and practicing leaders addressing issues of diversity and social justice. Race Ethnicity and Education, 11(4), 483-500.
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları. Ankara: Pegem
  • DeMatthews, D., & Mawhinney, H. (2014). Social justice leadership and inclusion: Exploring challenges in an urban district struggling to adres inequalities. Educational Administration Quarterly, 50(5), 844-881.
  • Eshleman, J. R. (1988). The family: An introduction. Massachusetts: Allyn and Bacon.
  • Freire, P. (2004). Pedagogy of the oppressed. New York: Continuum Press.
  • Furman, G. C., & Gruenewald, D. A. (2004). Expanding the landscape of social justice: A critical ecological analysis. Educational Administration Quarterly, 40(1), 47-76.
  • Furman, G. (2012). Social justice leadership as praxis: Developing capacities through preparation programs. Educational Administration Quarterly, 48(2), 191-229.
  • Gewirtz, S. (1998). Conceptualizing social justice in education: Mapping the territory. Journal of Education Policy, 13, 469-484.
  • Gewirtz, S. & Cribb, A. (2002). Plural conceptions of social justice: implications for policy sociology. Journal of Education Policy, 17(5), 499-509.
  • Hoff, D. L., Yoder, N. & Hoff, P. S. (2006) Preparing educational leaders to embrace the “public” in public schools. Journal of Educational Administration, 44(3), 239 – 249.
  • Hurst, C. (2012). Social inequality: Forms, causes, and consequences. (8th Ed.). Boston: Pearson.
  • Jordan, B. (1998). The New politics of welfare. London: Sage.
  • Katzman, L. (2007). High-stakes testing. In A. Bursztyn (Ed.), The Praeger handbook of special education (pp. 127-129). Westport, CN: Praeger.
  • Kline, R. B. (2005). Principles and practice of structural equation modeling. New York: Guilford
  • Kose, B. W. (2009). The principal‟s role in professional development for social justice: An empirically based transformative framework. Urban Education, 44(6), 628- 663.
  • Marshall, C., & Oliva, M. (2006). Leadership for social justice: Making revolutions in education. Boston: Pearson Education.
  • McCabe, N. C. & McCarthy, M. M. (2005). Educating school leaders for social justice. Educational Policy, 19(1), 201-222.
  • McClellan, R. & Dominguez, R. (2006) The uneven march toward social justice: Diversity, conflict, and complexity in educational administration programs. Journal of Educational Administration, 44(3), 225 - 238
  • McKenzie, K. B., Christman, D. E., Hernandez, F., Fierro, E., Capper, C. A., Dantley, M., Gonzalez, M. L., McCabe, N. C. & Scheurich, J. J. (2008). From the field: A proposal for educating leaders for social justice. Educational Administration Quarterly, 44(1), 111-138.
  • McWhirter, E. H. (1997). Perceived barriers to education and career: Ethnic and gender differences. Journal of Vocational Behavior, 50, 124-140.
  • Miller, C. M., & Martin, B. N. (2015). Principal preparedness for leading in demographically changing schools: Where is the social justice training? Educational Management Administration & Leadership, 43(1), 129-151.
  • Murtadha, K. & Watts, D. M. (2005). Linking the struggle for education and social justice: Historical perspectives of African American leadership in schools. Educational Administration Quarterly, 41(4), 591-608.
  • Oakes, J., Quartz, K. H., Ryan, S., & Lipton, M. (2000). Becoming good American schools. Phi Delta Kappan, 81(8), 568-576.
  • Oplatka, I. (2010). The place of “social justice” in the field of educational administration: A journal based historical overview of emergent area of study. (Editors: Ira Bogotch and Carolyn, M. Shields). International Handbook of Educational Leadership and Social (In) Justice, Vol 1. London: Springer, pp. 15-36.
  • Peetsma, T., Vergeer, M., Roeleveld, J., & Karsten, S. (2001). Inclusion in education: Comparing pupils‟ development in special and regular education. Educational Review, 53(2), 125-135.
  • Raj, M. (2014). A critical analysis of the National Norms and Standard for School Policy: Implications for social justice and equity in South Africa. Educational Management Administration & Leadership, 6, 851-867.
  • Rusch, E. A. (2004). Gender and race in leadership preparation: A constrained discourse. Educational Administration Quarterly, 40(1), 14-46.
  • Şencan, H. (2005). Sosyal ve davranışsal ölçümlerde güvenilirlik ve geçerlik. Ankara: Seçkin Yayıncılık.
  • Tabachnick, B. G. & Fidell, L. S. (2007). Using multivariate staıtistics (5th ed.). New York: Allyn and Bacon.
  • Tavşancıl, E. (2005). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yayıncılık.
  • Theoharis, G. (2007). Social justice educational leaders and resistance: Toward a theory of social justice leadersip. Educational Administration Quarterly, 43(2), 221-258.
  • Theoharis, G. (2008). Woven in deeply: Identity and leadership of urban social justice principals. Education and Urban Society, 41(1), 3-25.

Development of Social Justice Leadership Scale SJLS : The Validity and Reliability Study

Year 2015, Volume: 16 Issue: 3, 201 - 218, 01.08.2015

Abstract

The purpose of the present study is to develop a valid and reliable scale for measuring the social justice leadership behaviors of school principals. For this purpose, an item pool was prepared based on the social justice leadership literature and was examined by experts. Based on the views of the experts, 33-items draft form was filled in by 424 students from four different schools located in Ankara. Exploratory EFA and confirmatory CFA factor analysis was used to examine the construct validity of the scale. EFA showed that Social Justice Leadership Scale SJLS consist of three factors named as „support‟, „critical consciousness‟ and „participation‟. SJLS explained 57 percent of the variance. CFA revealed that the three factor structure of the SJLS has high level of goodness of fit indexes. It was also determined that item and factor discrimination level of the SJLS were high. Cronbach Alpha, Guttmann and Spearman-Brown internal consistency coefficients indicated that the SJLS is highly reliable. Based on the findings, it is concluded that SJLS is a valid and reliable data collection tool to measure the principals‟ social justice leadership behaviors in Turkish schools

References

  • Anastasia, L., & Cathy, S. (2014). Education leaders for social justice: The case of special education needs coordinators. International Journal of Inclusive Education, 18(8), 783-797.
  • Archer, L., Hutchings, M., & Ross, A. (2003). Higher education and social class. London: RoutletgeFarmer.
  • Baker, E. T., Wang, M. C., & Walberg, H. J. (1995). The effects of inclusion on learning. Educational Leadership, 52(4), 33-35.
  • Bogotch, I. E. (2002). Educational leadership and social justice: Practice into theory. Journal of School Leadership, 12(2), 138-156.
  • Blackmore, J. (2002). Leadership for socially just schooling: More substance and less style in high-risk, low-trust times? Journal of School Leadership, 12(2), 198-211.
  • Brooks, J. S., & Miles, M. T. (2006). From scientific management to social justice... and back again? Pedagogical shifts in educational leadership. International Electronic Journal for Leadership in Learning.
  • Brown, K. M. (2004). Leadership for social justice and equity: Weaving a transformative framwork and andragogy. Educational Administration Quarterly, 40(1), 77-108.
  • Brown, K. M. (2004). Leadership for social justice and equity: Evaluating a transformative framework and andragogy. Educational Administration Quarterly, 42(5), 77-108.
  • Bruner, D. Y. (2008). Aspiring and practicing leaders addressing issues of diversity and social justice. Race Ethnicity and Education, 11(4), 483-500.
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları. Ankara: Pegem
  • DeMatthews, D., & Mawhinney, H. (2014). Social justice leadership and inclusion: Exploring challenges in an urban district struggling to adres inequalities. Educational Administration Quarterly, 50(5), 844-881.
  • Eshleman, J. R. (1988). The family: An introduction. Massachusetts: Allyn and Bacon.
  • Freire, P. (2004). Pedagogy of the oppressed. New York: Continuum Press.
  • Furman, G. C., & Gruenewald, D. A. (2004). Expanding the landscape of social justice: A critical ecological analysis. Educational Administration Quarterly, 40(1), 47-76.
  • Furman, G. (2012). Social justice leadership as praxis: Developing capacities through preparation programs. Educational Administration Quarterly, 48(2), 191-229.
  • Gewirtz, S. (1998). Conceptualizing social justice in education: Mapping the territory. Journal of Education Policy, 13, 469-484.
  • Gewirtz, S. & Cribb, A. (2002). Plural conceptions of social justice: implications for policy sociology. Journal of Education Policy, 17(5), 499-509.
  • Hoff, D. L., Yoder, N. & Hoff, P. S. (2006) Preparing educational leaders to embrace the “public” in public schools. Journal of Educational Administration, 44(3), 239 – 249.
  • Hurst, C. (2012). Social inequality: Forms, causes, and consequences. (8th Ed.). Boston: Pearson.
  • Jordan, B. (1998). The New politics of welfare. London: Sage.
  • Katzman, L. (2007). High-stakes testing. In A. Bursztyn (Ed.), The Praeger handbook of special education (pp. 127-129). Westport, CN: Praeger.
  • Kline, R. B. (2005). Principles and practice of structural equation modeling. New York: Guilford
  • Kose, B. W. (2009). The principal‟s role in professional development for social justice: An empirically based transformative framework. Urban Education, 44(6), 628- 663.
  • Marshall, C., & Oliva, M. (2006). Leadership for social justice: Making revolutions in education. Boston: Pearson Education.
  • McCabe, N. C. & McCarthy, M. M. (2005). Educating school leaders for social justice. Educational Policy, 19(1), 201-222.
  • McClellan, R. & Dominguez, R. (2006) The uneven march toward social justice: Diversity, conflict, and complexity in educational administration programs. Journal of Educational Administration, 44(3), 225 - 238
  • McKenzie, K. B., Christman, D. E., Hernandez, F., Fierro, E., Capper, C. A., Dantley, M., Gonzalez, M. L., McCabe, N. C. & Scheurich, J. J. (2008). From the field: A proposal for educating leaders for social justice. Educational Administration Quarterly, 44(1), 111-138.
  • McWhirter, E. H. (1997). Perceived barriers to education and career: Ethnic and gender differences. Journal of Vocational Behavior, 50, 124-140.
  • Miller, C. M., & Martin, B. N. (2015). Principal preparedness for leading in demographically changing schools: Where is the social justice training? Educational Management Administration & Leadership, 43(1), 129-151.
  • Murtadha, K. & Watts, D. M. (2005). Linking the struggle for education and social justice: Historical perspectives of African American leadership in schools. Educational Administration Quarterly, 41(4), 591-608.
  • Oakes, J., Quartz, K. H., Ryan, S., & Lipton, M. (2000). Becoming good American schools. Phi Delta Kappan, 81(8), 568-576.
  • Oplatka, I. (2010). The place of “social justice” in the field of educational administration: A journal based historical overview of emergent area of study. (Editors: Ira Bogotch and Carolyn, M. Shields). International Handbook of Educational Leadership and Social (In) Justice, Vol 1. London: Springer, pp. 15-36.
  • Peetsma, T., Vergeer, M., Roeleveld, J., & Karsten, S. (2001). Inclusion in education: Comparing pupils‟ development in special and regular education. Educational Review, 53(2), 125-135.
  • Raj, M. (2014). A critical analysis of the National Norms and Standard for School Policy: Implications for social justice and equity in South Africa. Educational Management Administration & Leadership, 6, 851-867.
  • Rusch, E. A. (2004). Gender and race in leadership preparation: A constrained discourse. Educational Administration Quarterly, 40(1), 14-46.
  • Şencan, H. (2005). Sosyal ve davranışsal ölçümlerde güvenilirlik ve geçerlik. Ankara: Seçkin Yayıncılık.
  • Tabachnick, B. G. & Fidell, L. S. (2007). Using multivariate staıtistics (5th ed.). New York: Allyn and Bacon.
  • Tavşancıl, E. (2005). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yayıncılık.
  • Theoharis, G. (2007). Social justice educational leaders and resistance: Toward a theory of social justice leadersip. Educational Administration Quarterly, 43(2), 221-258.
  • Theoharis, G. (2008). Woven in deeply: Identity and leadership of urban social justice principals. Education and Urban Society, 41(1), 3-25.
There are 40 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Murat Özdemir This is me

Burak Kütküt This is me

Publication Date August 1, 2015
Published in Issue Year 2015 Volume: 16 Issue: 3

Cite

APA Özdemir, M., & Kütküt, B. (2015). SOSYAL ADALET LİDERLİĞİ ÖLÇEĞİ’NİN SALÖ GELİŞTİRİLMESİ: GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 16(3), 201-218.

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