Development of the Teacher Leadership Scale and Examining Its Psychometric Features

Yıl 2024, , 425 - 466, 30.04.2024

Aslı Çetinkaya , Gökhan Arastaman

https://doi.org/10.17152/gefad.1299549

Öz

The aim of this research is to develop a valid and reliable "Teacher Leadership Scale" (TLS) that reflects the views of teacher leaders. In the study, the phenomenon of teacher leadership was discussed in the context of York-Barr and Duke's (2004) teacher leadership dimensions. During the scale development process, evidence based on the results of content validity, construct validity and reliability was obtained. In order for the scale items to represent the views of teacher leaders and to increase the construct validity and reliability of the scale, the study groups were determined by following the purposeful sampling processes. Evidence for the content validity of the scale was provided by revising it in line with the opinions of 11 teacher leaders and 10 experts. AFA with 197 teacher leaders; CFA was conducted with 278 teacher leaders. The factors obtained as a result of EFA were named as stakeholder engagement, contribution to the teaching profession, professional development, and improving teaching. The EFA result was tested with CFA. Cronbach Alpha coefficient for EFA and CFA groups to determine the internal consistency reliability of the scale; In order to determine the item discrimination analysis, item-total correlations were calculated. The findings revealed evidence that the TLS is a valid and reliable measurement tool.

Anahtar Kelimeler

Teacher leadership, Scale development, Teacher leadership scale

Öğretmen Liderliği Ölçeği’nin Geliştirilmesi ve Psikometrik Özelliklerinin İncelenmesi

Öz

Bu araştırmanın amacı öğretmen liderlerinin görüşlerini yansıtan, geçerli ve güvenilir bir “Öğretmen Liderliği Ölçeği” (ÖLÖ) geliştirmektir. Araştırmada öğretmen liderliği olgusu York-Barr ve Duke’ un (2004) öğretmen liderliği boyutları bağlamında ele alınmıştır. Ölçek geliştirme sürecinde kapsam geçerliği, yapı geçerliği ve güvenirlik sonuçlarına dayalı kanıtlar elde edilmiştir. Ölçek maddelerinin öğretmen liderlerinin görüşlerini temsil etmesi ve ölçeğin yapı geçerliği güvenirliğinin artırılması için çalışma grupları amaçlı örnekleme süreçleri izlenerek belirlenmiştir. Ölçeğin kapsam geçerliğine ilişkin kanıtlar 11 öğretmen lideri ve 10 uzmanın görüşü doğrultusunda revize edilerek sağlanmıştır. 197 öğretmen lideri ile AFA; 278 öğretmen lideri ile DFA gerçekleştirilmiştir. AFA sonucunda elde edilen faktörler paydaş katılımı, öğretmenlik mesleğine katkı, mesleki gelişim, öğretimi geliştirme olarak adlandırılmıştır. AFA sonucu DFA ile test edilmiştir. Ölçeğin iç tutarlık güvenilirliğini belirlemek için AFA ve DFA grupları için Cronbach Alpha katsayısı; madde ayırt edicilik analizini belirleyebilmek için madde-toplam korelasyonları hesaplanmıştır. Bulgular ÖLÖ’nün geçerli ve güvenilir bir ölçme aracı olduğuna dair kanıtlar ortaya koymuştur.

Anahtar Kelimeler

Öğretmen liderliği, Ölçek geliştirme, Öğretmen liderliği ölçeği

Teşekkür

Veri toplama sürecine katkı sağlayan öğretmenlere ve uzman görüşlerine başvurulan akademisyenlere teşekkür ederiz.

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