Adaptation of Teacher Support Adaptivity Scale into Turkish

Yıl 2023, Sayı: 58, 2797 - 2813, 27.12.2023

Muhammet Davut Gül , Zekai Ayık

https://doi.org/10.53444/deubefd.1325891

Öz

The aim of this study is to adapt the Teacher Support Adaptivity Scale developed by van de Pol (2022) into Turkish language. The existing scales in the Turkish literature are generally tools that aim to reveal the teacher's competencies in providing academic support to students within their own self-perceptions, but there is no tool in Turkish that collects data from the student's perspective. In addition, this study will provide the Turkish literature with a tool that can measure the quality of support provided by teachers to students in special education classrooms. In the adaptation process, data were collected from a total of 300 students, 163 (54.3%) female and 137 (45.7%) male, for exploratory factor analysis (EFA); and 219 students, 113 (51.5%) female and 106 (48.5%) male, for confirmatory factor analysis (CFA). English-Turkish and Turkish-English back translations were applied to test language equivalence. As a result of EFA analyses, a 17-item structure with a variance of 64.7% and four factors similar to the original scale was obtained. The CFA result shows that the model has good fit indices. Finally, the reliability coefficient of both the scale (.78) and the sub-dimensions of the scale (.78 to .87) were evaluated through Cronbach α internal consistency coefficient and it was determined that the scale was reliable. As a result, a valid and reliable scale suitable for Turkish culture and the Turkish sample emerged.

Anahtar Kelimeler

Teacher support, adaptivity, scaffolding, teacher competency

Öğretmenlerin Öğretim Sürecinde Sundukları Akademik Desteği Uyarlayabilme Yetkinlikleri Ölçeğinin Türkçeye Uyarlanması

Öz

Bu çalışmanın amacı, van de Pol 2022 tarafından geliştirilen öğretim sürecinde sundukları akademik desteği uyarlayabilme yetkinlikleri ölçeğini Türkçe diline uyarlamaktır. Türk alan yazınında mevcut olan ölçeklerin genel olarak öğretmenin öğrencilere akademik destek verme yetkinliklerini kendi öz algıları içerisinde ortaya çıkarmayı amaçlayan araçlar olduğu ancak öğrencinin gözünden veri toplayan bir aracın Türkçe’de olmadığı tespit edilmiştir. Ayrıca bu çalışma, özel eğitim sınıflarında da öğrencilere öğretmenler tarafından sunulan desteğin kalitesini ölçebilecek bir aracı da Türkçe alan yazına kazandıracaktır. Uyarlama sürecinde açımlayıcı faktör analizi (AFA) için 163 (%54,3)’ü kız ve 137 (%45,7)’i erkek olmak üzere toplam 300 öğrenciden; doğrulayıcı faktör analizi (DFA) için 113 (%51,5)’I kız ve 106 (%48,5)’sı erkek toplam 219 öğrenciden veri toplanmıştır. Dil eşdeğerliğini test etmek için İngilizce-Türkçe; Türkçe-İngilizce geri çeviriler uygulanmıştır. AFA analizleri sonucunda varyansı %64,7 olan ve orijinal ölçekle benzer dört faktörlü 17 maddelik bir yapı elde edilmiştir. Yapılan DFA sonucunda ise modelin iyi uyum endekslerine sahip olduğunu göstermektedir. Son olarak Cronbach α iç tutarlık katsayısı üzerinden hem ölçeğin (.78) hem de ölçeğin alt boyutlarının (.78 ile .87 arasında) güvenirlik katsayısı değerlendirilmiş, ölçeğin güvenilir olduğu tespit edilmiştir. Sonuç olarak Türk kültürüne ve Türkiye örneklemine uygun, geçerli ve güvenilir bir ölçek elde edilmiştir.

Anahtar Kelimeler

Öğretmen desteği, uyarlama, yapı iskelesi, öğretmen yetkinliği

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