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TIMSS 2011 Öğretmen Ölçeklerinin Faktör Yapısının ve Psikometrik Özelliklerinin İncelenmesi

Year 2017, Volume: 46 Issue: 46, 21 - 36, 01.06.2017
https://doi.org/10.15285/maruaebd.270383

Abstract

Ülkelerin eğitim politikaları ile ilgili karar verme süreçlerinde etkili olan geniş ölçekli değerlendirmeler gün geçtikçe önem kazanmaktadır. Bu uygulamalar çoğunlukla öğrenci başarılarını izlemeye odaklanmış görünse de sistemde yer alan tüm bileşenlerle ilgili geri bildirimlerde bulunmaktadır. PISA ve TIMSS uygulamaları bu değerlendirmeler arasında öne çıkan uygulamalardır. Bu araştırma TIMSS 2011 uygulaması Türkiye örneklemi esas alınarak gerçekleştirilmiştir. Veriler TIMSS 2011 uygulamasında 8. sınıf matematik öğretmenlerine yöneltilen öğretmen ölçeklerinden elde edilmiştir. Bu veriler TIMSS 2011 Türkiye örnekleminde yer alan okullarda 106’sı bayan (% 45) ve 132’si erkek (%55) toplam 238 öğretmenden elde edilmiştir. Kullanılan 7 ölçekten elde edilen toplam puanlar dikkate alınarak analizler gerçekleştirilmiştir. Araştırmada kullanılan ölçeklere önce açımlayıcı faktör analizi uygulanmış ve elde edilen sonuçlar doğrultusunda da doğrulayıcı faktör analizi yapılmıştır. Ölçeğe ilişkin faktörlerin belirlenmesi aşamasında açımlayıcı faktör analizine ek olarak monte carlo simülasyonu ile elde edilen paralel analizden de yararlanılmıştır. Yapılan açımlayıcı faktör analizi ve paralel analiz sonucu öğrenci başarılarına etki eden öğretmen karakteristiklerinin iki boyutlu bir yapıya sahip olduğu görülmüştür. İki boyutlu bu yapının öğretmen karakteristiklerine ilişkin varyansın yaklaşık %52’sini açıkladığı sonucuna ulaşılmıştır. Bu doğrultuda yapılan doğrulayıcı faktör analizi sonuçları ölçeğin iki boyutlu yapısının iyi uyum değerlerine sahip olduğunu göstermektedir. Ortaya çıkan iki boyutlu yapı literatüre dayalı olarak incelendiğinde bu iki boyutun öğretmenlerin öğretimsel/profesyonel ve kişisel/organizasyonel yönlerine ilişkin özelliklerini taşıdığı görülmüştür. Faktörler bu şekilde isimlendirilmiştir. Araştırma sonuçları ölçeğin öğretmen özelliklerine ilişkin yapılacak araştırmalarda kullanılabilecek geçerli ve güvenilir bir araç olduğunu göstermektedir. 

References

  • Armor, D., Conry-Oseguera, P., Cox, M., King, N., McDonnell, L., Pascal, A., Pauly, E.,ve Zellman, G. (1976). Analysis of the school preferred reading program in selected Los Angeles minority school. Santa Monica, CA: Rand Corporation.
  • Ashton, P. T., Olejnik, S., Crocker, L. ve 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.
  • Aydın, M. (2015) Öğrenci ve okul kaynaklı faktörlerin TIMSS matematik başarısına etkisi, Yayımlanmamış Doktora Tezi. Necmettin Erbakan Üniversitesi. Konya
  • Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman
  • Beijaard, D., Meijer, P. C. ve Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and teacher education, 20(2), 107-128.
  • Brophy, J. E. ve Evertson, C. (1977). Teacher behaviors and student learning in second and third grades. In G. D. Borich (Ed.), The appraisal of teaching: Concepts and process (pp. 79-95). Reading, MA: Addison-Wesley
  • Burden, P. (1980). Teachers’ Perceptions of the Characteristics and Influences of their Personal and Professional Development. Dissertation Abstracts International, 40: 5404A
  • Chen, J. (2010). Chinese middle school teacher job satisfaction and its relationships with teacher moving. Asia Pacific Education Review, 11(3), 263-272.
  • Comrey, A. L., & Lee, H. B. (1992). A first course in factor analysis. Hillsdale, NJ: Erlbaum.
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Ankara: Pegem Akademi.
  • Darling-Hammond, L. (2000). Teacher quality and student achievement. Education policy analysis archives, 8, 1.
  • Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: stable and unstable identities. British educational research journal, 32(4), 601-616.
  • Dinham, S., & Scott, C. (2002). “The international Teacher 2000 Project: an international study of teacher and school executive satisfaction, motivation and health in Australia, England, USA, Malta and New Zealand”, paper presented at the Challenging Futures Conference, University of New England, Armidale.
  • Foshay, A. W. (1962). Educational Achievements of Thirteen-year Olds in Twelve Countries: Results of an International Research Project, 1959-61 (Vol. 4). Unesco.
  • Green, L. S. ve Casale-Giannola, D. (2011). 40 Active Learning Strategies for the Inclusive Classroom, Grades K–5. Corwin Press.
  • Hargreaves, A. (1994). Changing teachers, changing times: Teachers' work and culture in the postmodern age. Teachers College Press.
  • Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.
  • Henson, R. K. (2002). From adolescent angst to adulthood: Substantive implications and measurement dilemmas in the development of teacher efficacy research. Educational Psychologist, 37(3), 137-150.
  • Hoy, W. K. ve Miskel, C. G. (2005). Educational administration: Theory, research, and practice (7th ed). New York: McGraw-Hill
  • Hoy, W. K., Tarter, C. J. ve Hoy, A. W. (2006). Academic optimism of schools: A force for student achievement. American educational research journal, 43(3), 425-446.
  • Hu, L. T. ve Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
  • Kirsch, I., Lennon, M., von Davier, M., Gonzalez, E. ve Yamamoto, K. (2013). On the Growing Importance of International Large-Scale Assessments. In The Role of International Large-Scale Assessments: Perspectives from Technology, Economy, and Educational Research (pp. 1-11). Springer Netherlands.
  • Michaelowa, K. ve Wittmann, E. (2007). The cost, satisfaction, and achievement of primary education-Evidence from Francophone Sub-Saharan Africa. The Journal of Developing Areas, 51-78.
  • Mislevy, R. J. (1995). What can we learn from international assessments?.ETS Research Report Series, 1995(1), i-32.
  • Mullis, I. V., Martin, M. O., Foy, P. ve Arora, A. (2012). TIMSS 2011 International Results in Mathematics. International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands.
  • Naemi, B., E. Gonzalez, J. Bertling, A. Betancourt, J. Burrus, P. Kyllonen, J. Minsky, P. Lietz, E. Klieme, S. Vieluf, J. Lee ve R.D. Roberts, (2011). Large-scale group score assessments: Past, present, and future. In Oxford handbook of psychological assessment of children and adolescents, eds. Saklofske D., and Schwean V. (Cambridge, MA: Oxford University Press).
  • Netemeyer, R. G., Bearden, W. O. ve Sharma, S. (2003). Scaling procedures: Issues and applications. Sage Publications.
  • Nilsen, T. ve Gustafsson, J. E. (2014). School emphasis on academic success: exploring changes in science performance in Norway between 2007 and 2011 employing two-level SEM. Educational Research and Evaluation,20(4), 308-327.
  • O’connor, B. P. (2000). SPSS and SAS programs for determining the number of components using parallel analysis and Velicer’s MAP test. Behavior research methods, instruments, & computers, 32(3), 396-402.
  • OECD (2009). Creating effective teaching and learning environments: First results from TALIS. Paris: OECD Publication.
  • OECD (2014). A Teachers’ Guide to TALIS 2013: Teaching and Learning International Survey, TALIS, OECD Publishing. http://dx.doi.org/10.1787/9789264216075-en
  • Sanders, M. G., Epstein, J. L. ve Connors-Tadros, L. (1999). Family partnerships with high schools: The parents’ perspective (Report No. 32). Baltimore: Center for Research on the Education of Students Placed at Risk. (ERIC, ED428148). Erişim tarihi Mayıs 15,2014, http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/11/ 5b/6a.pdf
  • Sanders, W. L., Wright, S. P. ve Horn, S. P. (1997). Teacher and classroom context effects on student achievement: Implications for teacher evaluation. Journal of personnel evaluation in education, 11(1), 57-67.
  • Schleicher, A. (2012). Building a High-Quality Teaching Profession. Lessons from around the world. Educational Studies, (1), 74-92.
  • Şişman, M., Acat, M. B., Aypay, A. ve Karadağ, E. (2011). TIMSS 2007 ulusal matematik fen raporu: 8. sınıflar. Ankara: EARGED Yayınları.
  • Sleegers, P. ve Kelchtermans, G. (1999). Introduction to the theme issue: teachers' professional identity. Pedagogisch Tijdschrift, 24(4), 369-373.
  • Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3(6), 49-74.
  • Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3(6), 49-74.
  • Sumsion, J. (2002). Becoming, being and unbecoming an early childhood educator: A phenomenological case study of teacher attrition. Teaching and teacher education, 18(7), 869-885.
  • Tabachnick, B. ve G. ve Fidell, L. S. (2007). Using multivariate statistics (5th ed.) Boston: Allyn and Bacon.
  • Tschannen-Moran, M. ve Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and teacher education, 17(7), 783-805.
  • Wayne, A. J. ve Youngs, P. (2003). Teacher characteristics and student achievement gains: A review. Review of Educational research, 73(1), 89-122.
  • Williams, C. (1995). An Investigative Study of the Relationship of the Physical Environment to Teacher Professionalism in the State of Mississippi Public Schools. Unpublished Doctoral Dissertation, Jackson State University.
  • Younghusband, L. J. (2005). High School Teachers’ Perceptions of Their Working Environment in Newfoundland: A Grounded Theory Study. Unpublished Doctoral Dissertation, Memorial University of Newfoundland.
  • Yücel, C., Karadağ, E., & Turan, S. (2013, Şubat). TIMSS 2011 ulusal ön değerlendirme raporu. Eskişehir Osmangazi Üniversitesi Eğitim Fakültesi Eğitimde Politika Analizi Raporlar Serisi I, Eskişehir.
Year 2017, Volume: 46 Issue: 46, 21 - 36, 01.06.2017
https://doi.org/10.15285/maruaebd.270383

Abstract

References

  • Armor, D., Conry-Oseguera, P., Cox, M., King, N., McDonnell, L., Pascal, A., Pauly, E.,ve Zellman, G. (1976). Analysis of the school preferred reading program in selected Los Angeles minority school. Santa Monica, CA: Rand Corporation.
  • Ashton, P. T., Olejnik, S., Crocker, L. ve 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.
  • Aydın, M. (2015) Öğrenci ve okul kaynaklı faktörlerin TIMSS matematik başarısına etkisi, Yayımlanmamış Doktora Tezi. Necmettin Erbakan Üniversitesi. Konya
  • Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman
  • Beijaard, D., Meijer, P. C. ve Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and teacher education, 20(2), 107-128.
  • Brophy, J. E. ve Evertson, C. (1977). Teacher behaviors and student learning in second and third grades. In G. D. Borich (Ed.), The appraisal of teaching: Concepts and process (pp. 79-95). Reading, MA: Addison-Wesley
  • Burden, P. (1980). Teachers’ Perceptions of the Characteristics and Influences of their Personal and Professional Development. Dissertation Abstracts International, 40: 5404A
  • Chen, J. (2010). Chinese middle school teacher job satisfaction and its relationships with teacher moving. Asia Pacific Education Review, 11(3), 263-272.
  • Comrey, A. L., & Lee, H. B. (1992). A first course in factor analysis. Hillsdale, NJ: Erlbaum.
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Ankara: Pegem Akademi.
  • Darling-Hammond, L. (2000). Teacher quality and student achievement. Education policy analysis archives, 8, 1.
  • Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: stable and unstable identities. British educational research journal, 32(4), 601-616.
  • Dinham, S., & Scott, C. (2002). “The international Teacher 2000 Project: an international study of teacher and school executive satisfaction, motivation and health in Australia, England, USA, Malta and New Zealand”, paper presented at the Challenging Futures Conference, University of New England, Armidale.
  • Foshay, A. W. (1962). Educational Achievements of Thirteen-year Olds in Twelve Countries: Results of an International Research Project, 1959-61 (Vol. 4). Unesco.
  • Green, L. S. ve Casale-Giannola, D. (2011). 40 Active Learning Strategies for the Inclusive Classroom, Grades K–5. Corwin Press.
  • Hargreaves, A. (1994). Changing teachers, changing times: Teachers' work and culture in the postmodern age. Teachers College Press.
  • Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.
  • Henson, R. K. (2002). From adolescent angst to adulthood: Substantive implications and measurement dilemmas in the development of teacher efficacy research. Educational Psychologist, 37(3), 137-150.
  • Hoy, W. K. ve Miskel, C. G. (2005). Educational administration: Theory, research, and practice (7th ed). New York: McGraw-Hill
  • Hoy, W. K., Tarter, C. J. ve Hoy, A. W. (2006). Academic optimism of schools: A force for student achievement. American educational research journal, 43(3), 425-446.
  • Hu, L. T. ve Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
  • Kirsch, I., Lennon, M., von Davier, M., Gonzalez, E. ve Yamamoto, K. (2013). On the Growing Importance of International Large-Scale Assessments. In The Role of International Large-Scale Assessments: Perspectives from Technology, Economy, and Educational Research (pp. 1-11). Springer Netherlands.
  • Michaelowa, K. ve Wittmann, E. (2007). The cost, satisfaction, and achievement of primary education-Evidence from Francophone Sub-Saharan Africa. The Journal of Developing Areas, 51-78.
  • Mislevy, R. J. (1995). What can we learn from international assessments?.ETS Research Report Series, 1995(1), i-32.
  • Mullis, I. V., Martin, M. O., Foy, P. ve Arora, A. (2012). TIMSS 2011 International Results in Mathematics. International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands.
  • Naemi, B., E. Gonzalez, J. Bertling, A. Betancourt, J. Burrus, P. Kyllonen, J. Minsky, P. Lietz, E. Klieme, S. Vieluf, J. Lee ve R.D. Roberts, (2011). Large-scale group score assessments: Past, present, and future. In Oxford handbook of psychological assessment of children and adolescents, eds. Saklofske D., and Schwean V. (Cambridge, MA: Oxford University Press).
  • Netemeyer, R. G., Bearden, W. O. ve Sharma, S. (2003). Scaling procedures: Issues and applications. Sage Publications.
  • Nilsen, T. ve Gustafsson, J. E. (2014). School emphasis on academic success: exploring changes in science performance in Norway between 2007 and 2011 employing two-level SEM. Educational Research and Evaluation,20(4), 308-327.
  • O’connor, B. P. (2000). SPSS and SAS programs for determining the number of components using parallel analysis and Velicer’s MAP test. Behavior research methods, instruments, & computers, 32(3), 396-402.
  • OECD (2009). Creating effective teaching and learning environments: First results from TALIS. Paris: OECD Publication.
  • OECD (2014). A Teachers’ Guide to TALIS 2013: Teaching and Learning International Survey, TALIS, OECD Publishing. http://dx.doi.org/10.1787/9789264216075-en
  • Sanders, M. G., Epstein, J. L. ve Connors-Tadros, L. (1999). Family partnerships with high schools: The parents’ perspective (Report No. 32). Baltimore: Center for Research on the Education of Students Placed at Risk. (ERIC, ED428148). Erişim tarihi Mayıs 15,2014, http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/11/ 5b/6a.pdf
  • Sanders, W. L., Wright, S. P. ve Horn, S. P. (1997). Teacher and classroom context effects on student achievement: Implications for teacher evaluation. Journal of personnel evaluation in education, 11(1), 57-67.
  • Schleicher, A. (2012). Building a High-Quality Teaching Profession. Lessons from around the world. Educational Studies, (1), 74-92.
  • Şişman, M., Acat, M. B., Aypay, A. ve Karadağ, E. (2011). TIMSS 2007 ulusal matematik fen raporu: 8. sınıflar. Ankara: EARGED Yayınları.
  • Sleegers, P. ve Kelchtermans, G. (1999). Introduction to the theme issue: teachers' professional identity. Pedagogisch Tijdschrift, 24(4), 369-373.
  • Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3(6), 49-74.
  • Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3(6), 49-74.
  • Sumsion, J. (2002). Becoming, being and unbecoming an early childhood educator: A phenomenological case study of teacher attrition. Teaching and teacher education, 18(7), 869-885.
  • Tabachnick, B. ve G. ve Fidell, L. S. (2007). Using multivariate statistics (5th ed.) Boston: Allyn and Bacon.
  • Tschannen-Moran, M. ve Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and teacher education, 17(7), 783-805.
  • Wayne, A. J. ve Youngs, P. (2003). Teacher characteristics and student achievement gains: A review. Review of Educational research, 73(1), 89-122.
  • Williams, C. (1995). An Investigative Study of the Relationship of the Physical Environment to Teacher Professionalism in the State of Mississippi Public Schools. Unpublished Doctoral Dissertation, Jackson State University.
  • Younghusband, L. J. (2005). High School Teachers’ Perceptions of Their Working Environment in Newfoundland: A Grounded Theory Study. Unpublished Doctoral Dissertation, Memorial University of Newfoundland.
  • Yücel, C., Karadağ, E., & Turan, S. (2013, Şubat). TIMSS 2011 ulusal ön değerlendirme raporu. Eskişehir Osmangazi Üniversitesi Eğitim Fakültesi Eğitimde Politika Analizi Raporlar Serisi I, Eskişehir.
There are 45 citations in total.

Details

Subjects Studies on Education
Journal Section Articles
Authors

Mustafa Aydın

Publication Date June 1, 2017
Acceptance Date July 17, 2017
Published in Issue Year 2017 Volume: 46 Issue: 46

Cite

APA Aydın, M. (2017). TIMSS 2011 Öğretmen Ölçeklerinin Faktör Yapısının ve Psikometrik Özelliklerinin İncelenmesi. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 46(46), 21-36. https://doi.org/10.15285/maruaebd.270383