Kapsayıcı Liderlik Ölçeğinin Eğitim Örgütleri için Türkçeye Uyarlanması: Geçerlik ve Güvenirlik Çalışması

Abstract

Bu araştırmanın amacı, Hollander (2008) tarafından geliştirilmiş olan "Kapsayıcı Liderlik Ölçeği’ni" Türkçe’ye uyarlamaktır. Ölçeğin ingilizce ve Türkçeye çeviri çalışmaları, ingilizce ve Türkçe alanında uzman gruplar tarafından gerçekleştirilmiştir. Türkçeye çevrilen ölçek dil anlaşırlığını belirlemek amacıyla asıl uygulamaya geçmeden önce ön pilot uygulama çalışması yapılmıştır. Verilerin analizinde SPSS 21ve AMOS 22 paket program kullanılmıştır. Ölçeğin geçerlik ve güvenirlik çalışmaları, 2019-2020 eğitim-öğretim yılında Diyarbakır ili Kayapınar ilçesinde görev yapan 330 öğretmenin görüşleri alınarak gerçekleştirilmiştir. Elde edilen verilerle Açımlayıcı Faktör Analizi (AFA) ve Doğrulayıcı Faktör Analizi (DFA) ile elde edilen sonucun, özgün Kapsayıcı Liderlik Ölçeğinin modeli ile benzer olduğu tespit edilmiştir. Güvenirlik çalışmaları kapsamında yapılan Cronbach alfa ve madde toplam korelasyon değerlerine ilişkin sonuçlar da beklenen değerler üzerinde çıkarak ölçeğin güvenilir bir ölçme aracı olduğunu göstermiştir. Böylelikle kapsayıcı liderlik ölçeğinin geçerli ve güvenilir olduğu ve uygun bir veri toplama aracı olduğu genel sonucuna ulaşılmıştır.

Keywords

• Kapsayıcı Liderlik
• ÖLÇEK
• ÖĞRETMEN
• KAPSAYICI

Turkish Adaptation of The Inclusive Leadership Scale For Educational Organizations: A Validity and Reliability Study

Abstract

The aim of this research is to adapt the "Inclusive Leadership Scale" developed by Hollander (2008) to Turkish language. English and Turkish translation studies were carried out by groups of experts in the original scale, English and Turkish. In order to determine the scale language agreement translated into Turkish, pre-pilot studies was made before proceeding to the original application. SPSS 21 and AMOS 22 package program was used to analyze the data. Validity and reliability studies of the scale were carried out in the 2019-2020 academic year with the participation of 330 teachers working in Kayapınar District of Diyarbakır province. The results obtained by explanatory factor analysis (AFA) and confirmatory Factor Analysis (DFA) were found to be similar to the model of the original Inclusive Leadership Scale. The results of Cronbach alpha and substance total correlation values conducted within the scope of reliability studies also showed that the scale is a reliable measurement tool based on expected values. Thus, the overall conclusion is reached that the inclusive leadership scale adapted to Turkish is valid and reliable and is an appropriate data collection tool for education organizations.

Keywords

• Inclusive leadership,
• Scale adaptation,
• Principal,
• Teacher,

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