AIR Öz Belirleme Ölçeği-Öğretmen Formu: Türkçeye Uyarlama, Geçerlik ve Güvenirlik Çalışması

Abstract

Bu araştırmada, AIR Öz Belirleme Ölçeği-Öğretmen Formunun Türkçeye uyarlanması ve Türk eğitim sistemi bağlamında geçerlik ve güvenirlik analizlerinin yapılması amaçlanmıştır. Çalışma, 2023–2024 eğitim-öğretim yılı bahar döneminde Rize ilinde 3. ve 4. sınıf düzeylerinde görev yapan sınıf öğretmenleri ile yürütülmüştür. Uyarlama sürecinde çeviri, uzman görüşü alınması, dilsel ve kültürel uyarlamalar ve düzenlemeler yapılmıştır. Veriler 300 öğretmenden toplanmış ve Doğrulayıcı Faktör Analizi (DFA) ile Cronbach Alfa güvenirlik katsayıları kullanılarak analiz edilmiştir. DFA sonuçları, ölçeğin beş faktörlü yapısını doğrulamış; elde edilen uyum indeksleri (χ²/sd = 2.13, RMSEA = .061, CFI = .93, TLI = .92, SRMR = .07) modelin kabul edilebilir ve mükemmel uyum sınırları içerisinde olduğunu göstermiştir. Güvenirlik analizleri ise ölçeğin alt boyutlarının yüksek iç tutarlılığa sahip olduğunu ortaya koymuş, Cronbach Alfa katsayıları .86 ile .93 arasında bulunmuştur. AIR Öz Belirleme Ölçeği-Öğretmen Formunun Türkçeye uyarlama sürecinde elde edilen bulgular, ölçeğin öğrencilerin öz belirleme düzeylerini değerlendirmede güvenilir ve geçerli bir araç olduğunu göstermektedir. Bu bağlamda ölçek, sınıf öğretmenlerine öğrencilerin öz belirleme düzeylerini sistematik biçimde izleme ve öğretim süreçlerini düzenleme olanağı sağlamaktadır. Ayrıca, ölçeğin kapsayıcı eğitim uygulamalarının güçlendirilmesine, öğrenci merkezli öğretim yaklaşımlarının desteklenmesine ve öğretmenlerin kanıta dayalı kararlar almasına katkı sağlayacağı düşünülmektedir.

Keywords

• Öz belirleme
• ölçek uyarlama
• geçerlik
• güvenirlik
• sınıf öğretmeni

Adaptation of AIR Self-Determination Scale- Educator Version to Turkish

Abstract

The present study aimed to adapt the AIR Self-Determination Scale–Educator Form into Turkish and to examine its validity and reliability within the context of the Turkish education system. The research was conducted during the spring semester of the 2023–2024 academic year with primary school teachers working at the 3rd and 4th grade levels in Rize. The adaptation process included translation, expert evaluations, linguistic and cultural modifications, and necessary revisions. Data were collected from 300 teachers and analyzed using Confirmatory Factor Analysis (CFA) and Cronbach’s alpha reliability coefficients. The CFA results confirmed the five-factor structure of the scale, with fit indices (χ²/df = 2.13, RMSEA = .061, CFI = .93, TLI = .92, SRMR = .07) indicating acceptable to excellent model fit. Reliability analyses further demonstrated high internal consistency across subscales, with Cronbach’s alpha values ranging from .86 to .93. These findings suggest that the Turkish version of the scale is a valid and reliable instrument for assessing students’ self-determination levels. Accordingly, the scale provides classroom teachers with a systematic means of monitoring students’ self-determination and adjusting instructional processes. Moreover, it holds potential to strengthen inclusive education practices, support student-centered pedagogical approaches, and inform evidence-based decision-making by teachers. Overall, the Turkish adaptation of the AIR Self-Determination Scale–Educator Form offers a valuable tool for both researchers and practitioners in comprehensively evaluating students’ self-determination skills. The research findings indicate that the Turkish form is a reliable and valid instrument for assessing students’ self-determination levels.

Keywords

• Self- determination
• scale adaptation
• validity
• reliability
• primary school teacher

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