TEACHER IDENTITY SCALE: VALIDITY AND RELIABILITY STUDY

Year 2024, Issue: 72, 231 - 262, 31.10.2024

Fadile Aydın , Mecit Aslan

https://doi.org/10.21764/maeuefd.1417404

Abstract

Abstract: The subject of teacher identity has been a subject of great interest worldwide in recent years. For this reason, research on measuring teacher identity has increased considerably. This study aimed to develop a valid and reliable Teacher Identity Scale for in-service teachers, developed with in-service teachers, without any branch limitation, and developed in accordance with the scientific steps of scale development. The scale development process was carried out with 850 teachers working in preschools, primary schools, secondary schools and high schools in various provinces in six different regions of Turkey in the 2020-2021 academic year. Scale validity and reliability studies were conducted with 425 teachers for exploratory factor analysis (EFA) and 425 different teachers for confirmatory factor analysis (CFA). EFA eigenvalue and scree plot were taken into account in determining the scale factor number. It was determined that there were six factors with an eigenvalue above 1 in the scale. Since the scale was suitable for the theoretical basis and research theory, the six-factor structure was studied and unsuitable items (with factor loading values less than 0.30) were excluded from the analysis. It was determined that the EFA factor loading values of the scale items ranged between 0.433 and 0.875, and the six-factor structure explained 60.863% of the total variance. As a result of the CFA performed, it was seen that the item factor loads varied between 0.51 and 0.86, and the structure consisting of 41 items and six factors was confirmed. The Cronbach's alpha reliability value for the entire scale was found to be 0.942 in the EFA application and as 0.946 in the CFA application. As a result of the findings obtained from the scale development validity and reliability studies, it has been shown that the scale is a valid and reliable measurement tool that can be used in determining the teacher identity perceptions of teachers working in preschool, primary, secondary and high schools.

Keywords

Teacher identity, Scale development, Preschool, Primary school, Secondary school

ÖĞRETMEN KİMLİĞİ ÖLÇEĞİ: GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI

Abstract

Öğretmen kimliği konusu son yıllarda dünya çapında oldukça ilgi gören bir konu olmuş durumdadır. Bu nedenle öğretmen kimliğini ölçmeye yönelik araştırmalar oldukça artmış durumdadır. Bu araştırma ile hizmet içi öğretmenlere yönelik, hizmet içi öğretmenler ile geliştirilen, branş sınırlaması içermeyen, ölçek geliştirme bilimsel basamaklarına uyularak geliştirilen geçerli ve güvenilir bir Öğretmen Kimliği Ölçeği geliştirmek amaçlanmıştır. Ölçek geliştirme süreci 2020-2021 eğitim-öğretim yılında Türkiye'nin altı farklı bölgesinde, çeşitli illerde okul öncesi, ilkokul, ortaokul ve liselerde görev yapan 850 öğretmen ile gerçekleştirilmiştir. Açımlayıcı faktör analizi (AFA) için 425 öğretmen, doğrulayıcı faktör analizi (DFA) için farklı 425 öğretmen ile ölçeğin geçerlik ve güvenirlik çalışmaları yürütülmüştür. Ölçek faktör sayısının belirlenmesinde AFA öz değer ve yamaç-birikinti grafiği dikkate alınmıştır. Ölçekte öz değeri birin üzerinde olan altı faktör var olduğu belirlenmiştir. Söz konusu altı faktörde yer alan uygun olmayan maddeler (faktör yük değerleri 0.30’dan düşük olanlar) analiz dışı bırakılmıştır. Ölçek maddelerine ait AFA faktör yük değerlerinin 0.433 ile 0.875 arasında değiştiği ve altı faktörlü yapının toplam varyansın %60.863’ünü açıkladığı belirlenmiştir. DFA sonucunda madde faktör yüklerinin 0.51 ile 0.86 arasında değiştiği, 41 madde ve altı faktörden oluşan yapının doğrulandığı görülmüştür. Ölçeğin tamamına ilişkin Cronbach alfa güvenirlik değeri AFA uygulamasında 0.942, DFA uygulamasında ise 0.946 olarak bulunmuştur. Ölçek geliştirme geçerlik ve güvenirlik çalışmalarından elde edilen bulgular ölçeğin okul öncesi, ilkokul, ortaokul ve liselerde görev yapan öğretmenlerin öğretmen kimliği algılarını belirlemede kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğunu göstermiştir.

Keywords

Öğretmen kimliği, Ölçek geliştirme, Okul öncesi, İlkokul, Ortaokul

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