Teacher Efficacy and Ohio Teacher Efficacy Scale: Adaptation for Turkish Culture, Language Validity and Examination of Factor Structure

Year 2008, Volume: 56 Issue: 56, 571 - 606, 01.07.2008

Nuri Baloğlu Engin Karadağ

Abstract

Efficacy is needed for a successfully teaching profession. Teachers receive a base for this quality in the period of their teacher training program at the college of education and this quality impious in teaching profession at the primary and secondary school organizations. Efficacy has evolved from two distinct theoretical perspectives Rotter's (1966) locus of control and Bandura's (1977) social cognitive theory. This concept is related with the situational 3D leadership theory of Reddin (1970) that subjects effectiveness. In this study, concept of teacher efficacy was examined in a frame of there theory and Ohio Teacher Efficacy Scale, originally was developed by Tschannen-Moran & Woolfolk-Hoy (2001) was adaptation in Turkish Culture and its language validity and structure of factor were analyze.

Keywords

Teacher efficacy , Ohio Teacher Efficacy Scale , Language validity

Öğretmen Yetkinliğinin Tarihsel Gelişimi ve Ohio Öğretmen Yetkinlik Ölçeği: Türk Kültürüne Uyarlama, Dil Geçerliği ve Faktör Yapısının İncelenmesi

Abstract

Yetkinlik, başarılı bir öğretim görevi için gerekli bir niteliktir. Öğretmenler bu niteliğin temellerini öğretmenlik eğitimi süresi içerisinde (eğitim fakültelerinde) kazanmakta, ilk ve ortaöğretim kurumlarında yürüttükleri öğretim görevi içerisinde de geliştirmektedirler. Yetkinlik konusunun kuramsal temelleri Rotter'in (1966) Kontrol Odağı ve Bandura'nın (1977) Sosyal Öğrenme kuramlarına dayanır. Bu kavramın ayrıca, bir durumsal liderlik teorisi olan Reddin'in (1970) 3D Kuramıyla da ilişkili olduğu görülmektedir. Bu çalışmada, öğretmen yetkinliği kavramı bu üç teoriyle çizilen kavramsal çerçevede tartışılarak açıklanmaya çalışılmıştır. Yine bu çalışmada Öğretmen Yetkinliği konusunda Tschannen-Moran & Woolfolk-Hoy (2001) tarafından geliştirilen Ohio Öğretmen Yetkinlik Ölçeği'nin Türk kültürüne uyarlaması yapılarak dil geçerliği ve faktör yapısı incelenmiştir.

Keywords

Öğretmen yetkinliği , Ohio Öğretmen Yetkinlik Ölçeği , Dil Geçerliği

References

• Alderman, M. K. (1990). Motivation for at-risk students. Educational Leadership, 48, 27-30.
• Armor, D., Conroy-Osequera, P., Cox, M., King, N., McDonnel, L., Pascal, A., Pauly, E., & Zellerman, G. (1976). Analysis of the school preferred reading programs in selected Los Angeles minority schools. (ERIC Document Reproduction Service No. ED130243).
• Ashton, P., & Webb, R. (1986). Making a difference: Teacher’s sense of efficacy and student achievement. New York: Longman.
• Ashton, P.T., Olejnik, S., Crocker, L., & McAuliffe, M. (1982). Measurement problems in the study of teachers’ sense of efficacy. Paper presented at the annual meeting of the American Educational Research Association, New York.
• Ashton, P.T., Webb, R.B., & Doda, N. (1983) A study of teachers’ sense of efficacy: Final report. (ERIC Document Repoducation Service No. ED231834).
• Balcı, A. (2000). Sosyal bilimlerde araştırma: Yöntem, teknik ve ilkeler. Ankara: TDFO Yayıncılık Ltd.
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavior change. Psychological Review, 84, 191-215.
• Bandura, A. (1998). Exploration of fortuitous determinants of life paths. Psychological Inquiry, 9, 95-99.
• Barfield, V., & Burlingame, M. (1974). The pupil control ideology of teachers in selected schools. Journal of Experimental Education, 42 (4), 6-11.
• Berman, P., McLaughlin, M. V., Bass, G., Pauly, E., & Zellman, G. (1977). Federal programs supporting education change. (ERIC Document Reproduction Service No. ED140432).
• Briggs, S. R., & Cheek, J. M. (1986). The values of factor analysis in the development and evaluation of personalty scalas. Journal of Personality, 54, 106- 148.
• Bryman, A., & Cramer, D. (1997). Quantitative data analysis with SPSS for Windows: A guide for social scientists. New York: Routledge.
• Büyüköztürk, Ş. (2002). Sosyal bilimler için veri analizi el kitabı. Ankara: PegemA Yayıncılık.
• Cheng, Y. C. (1994). Locus of control as an indicator of Hong Kong teachers’ job attitudes and perceptions of organizational characteristics. Journal of Educational Research, 87 (3), 180–188.
• Czubaj, C. (1996). Maintaining teacher motivation. Education, 116 (3), 372–378.
• Dağ, İ. (1991). Rotter’in iç-dış kontrol odağı ölçeği’nin (RİDKOÖ) üniversite öğrencileri için güvenirliği ve geçerliği. Psikoloji Dergisi, 7(26), 10-16.
• Dennis, R., & Winston, B. (2003). A factor analysis of Page and Wong’s servant leadership instrument. Leadership & Organization Development Journal, 24(8), 455-459.
• Fieding, J., & Gilbert, N. (2006). Understanding social statistics. London: SAGE Publications.
• Fraenkel, J. R., & Wallen, N.E. (2005). How to design and evaluate research in education. New York: McGraw-Hill.
• Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569-582.
• Gilbert, D. C., & Levinson, D. J. (1957). Custadializm and humanism in mental hospital structure and in staff ideology. Edit. M. Greenblatt, D. J. Levinson & R. H.Willians. The patient and the mental hospital (s.20-34). Glencoe: Free Press.
• Glickman, C. D., & Tamashiro. (1982). A comparison of firs-year, fifth-year, and former teachers on efficacy, ego development, and problem solving. Psychology in the Schools, 19, 558-562.
• Guskey, T. R. (1980). Individualizing within the group-centered classroom: The mastery learning model. Teacher Education and Special Education, 3(4), 47-54.
• Guskey, T. R. (1981). Measurement of responsibility teachers assume for academic successes and failures in the classroom. Journal of Teacher Education, 32, 44-51
• Hambleton, R. K., Marenda, P. F., & Spielberger, C. D. (2005). Adapting educational and psychological test for cross-cultural assesment. New Jersey: LEA Publishers.
• Hoy, W. K., & Hoy-Woolfolk, A. E. (1993). Teachers' sense of efficacy and the organizational health of schools. Elementary School Journal, 93, 335-372.
• Kangwa, J., & Olubodun, J. (2003). A factor approach to analysis of home maintenance outcomes and attributes of management successes in the owner- occupied sector. Structural Survey. 21(4), 158-171.
• Kline, P. (1994). An easy guide to factor analysis. New York: Routledge.
• Kremer, L., & Lifmann, M. (1982). Locus of control and its reflection in teachers' Professional attributions. College Student Journal, 16(3), 209–215.
• Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel Psychology, 28, 563–575.
• Lefcourt, H. (1982). Locus of control: Current trends in theory and research. Hillsdale, N.J.: Erlbaum.
• Moretz, C. A. (1997). Trust, autonomy, and teachers’ student control ideology. A dissertation submitted to the graduate school of education Rutgers. New Brunswick: The State Universtiy of New Jersey. UMI Number: 9730862.
• Oosterhof, A. (1994). Classroom applications of educational measurement. N.J: Macmillan Publishing Company.
• Osborne, J. W., & Costello, A. B. (2004). Sample size and subject to item ratio in principal components analysis. Practical Assessment, Research & Evaluation, 9 (11). http://PAREonline.net/getvn.asp?v=9&n=11 Web adresinden 04 Mart 2008 tarihinde edinilmiştir.
• Özgüven, E. (1994). Psikolojik testler. Ankara: Yeni Doğuş Matbaası.
• Packard, J. S. (1988). The pupil control studies. Edit. N.J. Boyan, Handbook of research on educational administration içinde (ss.185-207). New York: Longman.
• Parkay, F. W., Olejnik, S., & Proller, N. (1986). A study of the relationships among teacher efficacy, locus of control, and stress. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
• Preacher, K. J., & McCallum, R. C. (2002). Exploratory factor analysis in behavior genetics research: Factor recovery with small sample size. Behavior Genetics, 32 (2), 153-161.
• Radford, K., Cashion, M., & Latchford, S. (1993). Locus of control and teachers: A preliminary report of an ınvestigation of locus of control in pre-service teachers. The Teacher Educator, 29(1), 43-52.
• Reddin, W J. (1970). Effective management by objectives the 3D method of MBO. New York: McGraw- Hill.
• Reddin, W. J. (1971). Managerial effectiveness 3D. New York: Mc Graw-Hill.
• Rennie, K. M. (1997). Exploratory and confirmatory rotation strategies in exploratory factor analysis. (ERIC Document Reproduction Service No. ED406446).
• Rose, J. S. (1979). Relationships among teacher locus of control, teacher and student behavior, and student achievement. Unpublished Dissertation, University of South Carolina, Columbia, USA.
• Rose, J. S., & Meedway, F. J. (1981). Measurement of teachers’ beliefs about their control over student outcome. Journal of Educational Research, 74, 185-190.
• Rotter, J. B. (1966). Generalized expectancies for internal vs. external control of reinforcement. Psychological Monographs, 80, 1-28.
• Sadowski, C. J., Taylor, R. C., Woodward, H. R., Peacher, R. K., & Martin, B. J. (1982). The reliability and validity of a Likert-type locus of control scale for teachers. JSAS Catalog of Selected Documents in Psychology, Ms. No. 2475.
• Sapnas, K. G. (2004). Letters to the editor: Determining adequate sample size. Journal of Nursing Scholarship, 36 (1), 4-9.
• Smylie, M. A. (1988). The enhancement function of staff develop ment: Organizational and psychological antecedents to individ dual teacher change. American Educational Research Journal, 25, 1:1-30.
• Solmuş, T. (2004). İş yaşamı, denetim odağı ve beş faktör kişilik modeli. Türk Psikoloji Bülteni, 10 (34-35), 196-205.
• Soodak, L., & Podell, D. (1993). Teacher efficacy and student problem as factors in special education referral. Journal of Special Education, 27, 66-81.
• Spector, P. E. (1982). Behavior in organizations as a function of employee’s locus of control. Psychological Bulletin, 91, 482–497.
• Stapleton, C. D. (1997). Basic concepts and procedures of confirmatory factor analysis. (ERIC Document Reproduction Service No. ED407416).
• Stewens, J. (1996). Appied multivariate statistics for the social science. New Jersey: Lawrence Erlbaum Associates.
• Tosun, Ü., & Karadağ, E. (2008). Yapılandırmacı düşünme envanterinin Türkçe’ye uyarlanması dil geçerliği ve psikometrik incelemesi. Kuram ve Uygulamada Eğitim Bilimleri, 8 (1), 225–264.
• Tschannen-Moran, M., & Woolfolk-Hoy, A. (2001) Teacher efficacy: Capturing an elusive concept. Teaching and Teacher Education, 17, 783-805
• Tschannen-Moran, M., Woolfolk-Hoy, A. E., & Hoy, W.K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-248.
• Turgut, M. F., & Baykul, Y. (1992). Ölçme teknikleri. Ankara: ÖSYM Yayınları.
• Vasquez, J. A. (1974). The relation of teacher locus of control to teacher characteristics and student reading gains. Unpublished Dissertation, University of California, Los Angeles, USA.
• Vickery, S. (1998). Let’s not overlook content validity. Decision Line, 29 (4), 10-13.
• Wang, L. C., & Ahmet, P. K. (2004). The development and validation of the organizational innovativeness construct using confirmatory factor analysis. European Journal of Innovation Management, 7(4), 303-313.
• Willower, D. J., Eidell, T. L., & Hoy, W. K. (1967). The school and pupil control ideology. (ERIC Document Reproduction Service No. ED016279)
• Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers’ sense of efficacy and beliefs about control. Journal of Education Psychology, 82(1), 81-91.
• Yeşilyaprak, B. (2002). Gelişim ve öğrenme psikolojisi Ankara: Pegema Yayıncılık.