Development of Learning Climate in Schools Scale (LCSS): Validity And Reliability Study

Year 2021, , 147 - 178, 27.04.2021

Gökhan Savaş , Nihan Demirkasımoğlu

https://doi.org/10.9779/pauefd.781446

Cited By: 2

Abstract

Creating a climate that supports learning in schools is pivotal for enhancing student achievement by developing teacher competencies. This study aims to develop a valid and reliable scale that could be used to measure teachers’ perceptions of school learning climate. In this study, firstly, an item pool, was created based on the literature and interviews with teachers. The draft form was then created and presented to experts from the fields of Educational Administration and Measurement and Evaluation to evaluate content validity. Data was collected from two different study groups consisting of 589 teachers employed in 18 elementary, 20 secondary, and 15 high schools. In the data analysis process, item analysis, exploratory factor analysis (EFA), first-order and second-order confirmatory factor analysis (CFA) was performed, and the reliability coefficient (Cronbach’s alpha) was computed. Item analysis and EFA yielded a scale consisting of 22 items and four sub-scales. Sub-scales were named as a collaborative environment, principal support, school facilities, and professional interest. CFA revealed that the scale had acceptable fit indexes. Cronbach's alpha computed for determining internal consistency was .93, which shows that the scale has high reliability. According to the results of validity and reliability analysis of the School Learning Climate Scale, it can be stated that it is a valid and reliable scale that can be used to measure teacher’s perceptions of school learning climate. For further studies, it can be suggested to retest validity and reliability with the data to be gathered from private school teachers.

Keywords

climate, learning climate, school learning climate

Okullarda Öğrenme İklimi Ölçeği’nin (OÖİÖ) Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması

Abstract

Okullarda öğrenmeyi destekleyici bir iklim oluşturulması, öğretmenin mesleki performansının geliştirmesi yoluyla öğrenci başarısının artırılmasında önemli bir belirleyici olarak görülmektedir. Bu araştırmanın amacı, öğretmenlerin okullarında öğrenme iklimine yönelik algılarını ölçmeye yönelik geçerli ve güvenilir bir ölçme aracı geliştirmektir. Araştırma kapsamında alanyazından ve öğretmenlerle yapılan görüşmelerden faydalanılarak madde havuzu oluşturulmuş ve kapsam geçerliği için uzman görüşüne başvurulmuştur. Araştırmanın verileri 2020 yılının bahar döneminde resmi 18 ilkokul, 20 ortaokul ve 15 lisede görev yapan gönüllü 589 öğretmenden oluşan iki farklı çalışma grubundan toplanmıştır. Verilerin çözümlenmesinde madde analizi, açımlayıcı faktör analizi, birinci ve ikinci düzey doğrulayıcı faktör analizi yapılmış ve güvenirlik katsayıları hesaplanmıştır. Madde analizi ve AFA sonucunda toplam 22 madde ve dört alt boyuttan oluşan bir ölçek elde edilmiştir. Ortaya çıkan alt boyutlar işbirlikçi ortam, okul müdürü desteği, okul imkânları ve mesleki ilgi olarak adlandırılmıştır. DFA sonucunda elde edilen bulgular ölçeğin kabul edilebilir bir uyuma sahip olduğunu göstermiştir. Ölçeğin güvenirliği için .93 olarak hesaplanan Cronbach Alfa iç tutarlık katsayısı ölçeğin oldukça güvenilir olduğunu ortaya koymuştur. Bu bulgulara göre, Okullarda Öğrenme İklimi Ölçeği’nin öğretmenlerin öğrenme iklimine yönelik algılarını ölçmek amacıyla kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğu söylenebilir. Gelecek çalışmalarda ölçeğin özel okul öğretmenleri üzerinde geçerlik ve güvenirlik çalışmalarının yinelenmesi önerilebilir.

Keywords

Okul iklimi, Öğrenme iklimi, Okullarda öğrenme iklimi

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