Turkish Adaptation of the Team Creativity Self-Efficacy Scale

Öz

The aim of this study is to examine the psychometric properties of the Team Creativity Self-Efficacy Scale by conducting a validity and reliability study within the context of Türkiye. Originally developed by Bagheri et al. (2020), the Team Creativity Self-Efficacy Scale is a four-item instrument designed to assess teachers’ perceptions of team creativity in educational settings. The validity and reliability analyses were carried out with a total of 504 teachers (295 female and 209 male) working in three central districts of Şanlıurfa (Karaköprü, Haliliye, and Eyyübiye) during the 2024–2025 academic year, using two independent samples. To ensure linguistic equivalence, two online administrations were conducted with a two-week interval among a group of 24 participants, yielding a strong, positive, and statistically significant correlation. Exploratory factor analysis revealed a one-factor structure with four items, consistent with the original scale. Confirmatory factor analysis conducted with the second sample demonstrated an acceptable level of model fit for the one-factor structure [χ²(2) = 3.33 / 2 = 1.67; RMSEA = .050, CFI = .999, TLI = .997, SRMR = .004]. The test-retest correlation coefficient calculated over a two-week interval with 50 participants was .81, and the reliability coefficient was .97. These findings indicate that the Turkish version of the scale is a valid and reliable instrument for use in the Turkish cultural context.

Anahtar Kelimeler

• Team creativity
• self-efficacy
• scale adaptation
• education

Takım Yaratıcılık Özyeterlik Ölçeği Türkçe Uyarlaması

Öz

Bu araştırmanın amacı Takım Yaratıcılık Öz-Yeterlik Ölçeği’nin Türkiye koşullarında geçerlik ve güvenirlik çalışmasını yaparak psikometrik özelliklerini belirlemektir. Bagheri vd. (2020) tarafından geliştirilen Takım Yaratıcılık Öz-Yeterlik Ölçeği, öğretmenlerin eğitim ortamlarında takım yaratıcılığına yönelik algılarını değerlendirmeye yönelik için dört maddelik bir ölçme aracıdır. Geçerlik ve güvenirlik çalışmasına 2024- 2025 eğitim-öğretim yılında iki farklı örneklem için Şanlıurfa merkez üç ilçesinde (Karaköprü, Haliliye ve Eyyübiye) görev yapan toplam 504 öğretmen (295 kadın ve 209 erkek) katılmıştır. Ölçeğin dil eşdeğerliğini sağlamak için ayrıca 24 kişilik katılımcı ile çevrimiçi olarak iki hafta arayla yapılan iki uygulama arasında yüksek düzeyde, pozitif ve anlamlı bir ilişki bulunmuştur. Ölçeğin yapı geçerliğini sınamak için yapılan açımlayıcı faktör analizi sonucunda ölçeğin orijinaline benzer tek faktörlü ve 4 maddeden oluşan bir yapı gösterdiği belirlenmiştir. İkinci örneklemle yapılan doğrulayıcı faktör analizi sonucunda ölçeğin tek faktörlü yapısı için yeterli düzeyde uyum iyiliği [χ²(2) = 3.33 / 2 = 1.67; RMSEA = .050, CFI = .999, TLI = .997, ve SRMR = .004] elde edilmiştir. İki hafta ara ile 50 katılımcı ile gerçekleştirilen ölçeğin test-tekrar test korelasyon katsayısı 0.81, güvenirlik katsayısı 0.97 olarak hesaplanmıştır. Bu sonuçlar ölçeğin Türkçe formunun Türk kültürüne uygun geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir.

Anahtar Kelimeler

• Takım yaratıcılık
• öz-yeterlik
• ölçek uyarlama
• eğitim

Kaynakça

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