Yükseköğretimde Öğretmen Adayları İçin Matematik Öğretimi Öz-Yeterlik Ölçeği'nin Türkçeye Uyumlaştırılması: Madde Tepki Kuramına Dayalı Aşamalı Tepki Modeli ile Geçerlik ve Güvenirlik Çalışması

Abstract

Bu çalışma, Enochs ve ark. (2000) tarafından geliştirilen Matematik Öğretimi Öz-Yeterlik İnancı Envanteri’nin Kişisel Matematik Öğretimi Öz-Yeterliği alt ölçeğinden türetilen Matematik Öğretimi Öz-Yeterlik Ölçeği’nin (MÖYÖ) Türkçeye uyumlaştırılmasını sunmaktadır. Üç devlet üniversitesinden 434 öğretmen adayı (Kadın = 326, %75,1; Erkek = 108, %24,9) 2025-2026 akademik yılında çalışmaya katılmıştır. İleri-geri çeviri ve uzman paneli incelemesi uygulanmıştır. Psikometrik özellikler, tek boyutluluk, monotoniklik ve yerel bağımsızlık varsayım testlerinin ardından Madde Tepki Kuramı çerçevesinde Aşamalı Tepki Modeli (ATM) ile incelenmiştir. Analizler sonucunda 11 maddelik taslak formdan bir madde çıkarılmıştır. On maddelik form tek boyutlu yapıya kabul edilebilir ancak sınırda (borderline) uyum sağlamıştır (CFI = ,950; TLI = ,936; RMSEA = ,097; SRMR = ,087). Monotoniklik varsayımı büyük ölçüde karşılanmış; üç maddede küçük ve istatistiksel olarak anlamlı olmayan ihlaller, bir maddede ise büyüklüğü sınırlı tek bir anlamlı ihlal gözlemlenmiştir. ATM parametreleri tüm maddeler için yeterli ayırt edicilik sergilemiştir. Güvenirlik analizleri Cronbach alfa = ,798, McDonald omega = ,805 ve ATM marjinal güvenirlik = ,884 değerlerini vermiştir. Ölçüm değişmezliği testleri yalnızca program karşılaştırmasında metrik değişmezliği desteklemiş, cinsiyet ve sınıf düzeyi karşılaştırmalarında tam metrik değişmezlik sağlanmamıştır. Bununla birlikte, temel (configural) modellerin uyum değerleri görece düşük olduğundan değişmezlik bulguları ön nitelikli kabul edilmeli ve mevcut formla grup ortalamalarının karşılaştırılması önerilmemektedir. Bulgular, MÖYÖ’nün Türk öğretmen adaylarının matematik öğretimine yönelik öz-yeterliklerini değerlendirmede kabul edilebilir düzeyde iç yapı geçerliği ve güvenirliği bulunduğuna ilişkin başlangıç düzeyinde kanıt sunduğuna işaret etmektedir; ölçüt bağıntılı geçerlik ve test-tekrar test güvenirliği kanıtlarının sonraki çalışmalarla üretilmesi gerekmektedir.

Keywords

• matematik öğretimi öz-yeterliği
• ölçek uyumlaştırma
• aşamalı tepki modeli
• madde tepki kuramı
• öğretmen adayları

Ethical Statement

Bu çalışma için etik kurul izni Afyon Kocatepe Üniversitesi Fen ve Mühendislik Fakültesi Bilimsel Araştırma ve Yayın Etiği Kurulu'nun 10 Aralık 2025 tarih ve 2025/33 sayılı kararı ile alınmıştır (Belge No: 12 Aralık 2025-419693).

Turkish Adaptation of the Mathematics Teaching Self-Efficacy Scale for Preservice Teachers in Higher Education: A Validity and Reliability Study via the Graded Response Model Based on Item Response Theory

Abstract

This study presents the Turkish adaptation of the Mathematics Teaching Self-Efficacy Scale (MTSE), derived from the Personal Mathematics Teaching Efficacy (PMTE) subscale of the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI; Enochs et al., 2000). A total of 434 preservice teachers (female = 326, 75.1%; male = 108, 24.9%) from three state universities participated during the 2025-2026 academic year. Forward–backward translation and expert panel review were employed. Psychometric properties were examined via the Graded Response Model (GRM) within the Item Response Theory (IRT) framework, following tests of the assumptions of unidimensionality, monotonicity, and local independence. One item was removed from the 11-item draft form during these analyses. The 10-item form showed acceptable but borderline fit to a unidimensional structure (CFI = .950, TLI = .936, RMSEA = .097, SRMR = .087). The monotonicity assumption was largely satisfied: three items showed small, statistically non-significant violations, and one item showed a single significant violation of limited magnitude. GRM parameters demonstrated adequate discrimination across all items. Reliability analyses yielded Cronbach’s alpha = .798, McDonald’s omega = .805, and GRM marginal reliability = .884, indicating acceptable internal consistency. Measurement invariance tests supported metric invariance only across departments; full metric invariance was not supported across gender or year of study. Because the baseline (configural) models themselves fitted poorly, the invariance findings should be regarded as preliminary and group mean comparisons using the present form are not recommended. The Turkish MTSE provides initial evidence of acceptable internal-structure validity and reliability for assessing mathematics teaching self-efficacy among Turkish preservice teachers; evidence for criterion-related validity and test–retest reliability remains to be established.

Keywords

• mathematics teaching self-efficacy
• scale adaptation
• graded response model
• item response theory
• preservice teachers

Ethical Statement

Ethical approval for this study was obtained from the Scientific Research and Publication Ethics Committee of the Faculty of Science and Engineering at Afyon Kocatepe University, with the decision dated 10 December 2025 and numbered 2025/33 (Document No: 12 December 2025-419693).

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