Okullarda Veriye Dayalı Karar Alma Ölçeğinin Geliştirilmesi

Year 2025, Volume: 22 Issue: 2, 548 - 573, 07.08.2025

Hasan Basri Memduhoğlu , Barzan Batuk

Abstract

Veriler; eğitim-öğretim, sınıf düzeyinde sorunlar, yönetim veya eğitimcilerle karşılaşılan diğer bir dizi karar hakkında eğitim kararlarının temel bir parçası haline gelmiştir. Nitelikli kararlar alınmasında başvurulan ve yararlanılan bir kaynak olan verilerin yaygın kullanımından dolayı okullarda veriye dayalı karar almaya yönelik yönetici ve öğretmenlerin algılarını belirlemek için geçerli ve güvenilir bir ölçme aracı ihtiyacı doğmuştur. Bu amaç doğrultusunda “Okullarda Veriye Dayalı Karar Alma Ölçeği” şeklinde adlandırılan beşli likert tipi bir ölçek sistematik bir süreçle geliştirilmiştir. Araştırmanın örneklemi açımlayıcı faktör analizi için 584, doğrulayıcı faktör analizi için 392 öğretmen ve yöneticiden oluşmuştur. Faktör analizi öncesinde veri uygunluğu için bakılan KMO (KaiserMeyer-Olkin) değeri .97; Cronbach-Alpha katsayısı .95 olarak belirlenmiştir. Araştırmada geçerlik ve güvenirlik sağlandıktan sonra Okullarda Veriye Dayalı Karar Alma Ölçeği'nin (OVEDKA) son hali toplam 23 maddeden ve üç boyuttan oluşmuştur. Bu boyutlar; verilerin toplanması ve saklanması, verilerin analizi ve yorumlanması ve veriye dayalı kültür olarak sıralanmıştır. Analiz sonuçları OVEDKA'nın öğretmen ve yöneticilerin okullarda veriye dayalı karar almaya yönelik algılarını belirlemede güvenilir ve geçerli bir ölçüm aracı olduğunu göstermektedir.

Keywords

Veriye Dayalı Karar Alma , Okullarda Veri Yönetimi , Ölçek Geliştirme

Development and Validation of Data-Driven Decision Making in Schools Scale

Abstract

Data has become an essential part of educational decisions about teaching and learning, classroom-level issues, management or a range of other decisions faced by educators. Due to the widespread use of data, which is a resource used and benefited from in making qualified decisions, the need for a valid and reliable measurement tool to determine the perceptions of administrators and teachers towards data-driven decision making in schools has arisen. For this purpose, a five-point Likert-type scale called "Data-Driven Decision Making in Schools Scale" was developed through a systematic process. The sample of the study consisted of 584 teachers and administrators for exploratory factor analysis and 392 teachers and administrators for confirmatory factor analysis. The McDonald’s omega (ω) and Cronbach’s alpha (α) coefficients calculated for the scale were found to be in the range of .84 – .96, and the CR and AVE values were above .60 and between .52–.60, respectively, indicating sufficient reliability and convergent validity. After the validity and reliability were ensured, the final version of the Data-Driven Decision Making in Schools Scale consisted of 23 items and three dimensions. These dimensions are data collection and storage, data analysis and interpretation, and data-driven culture. The analysis's findings demonstrate that the 3DM-School is a valid and reliable measuring instrument for figuring out how administrators and teachers feel about making decisions in schools based on data.

Keywords

Data-Driven Decision Making , Data For School Management , Scale Development

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