Ebeveyn Okul İklimi Ölçeği Türkçe Formu’nun Psikometrik Özelliklerinin İncelenmesi ve Ebeveyn Okul İklimi Algısının Cinsiyete Göre Belirlenmesi
Öz
Bu araştırmanın amacı, Ebeveyn Okul İklimi Ölçeğinin
(Parent School Climate Survey) Türkçeye kazandırılması ve ölçeğin geçerlik ve
güvenirlik çalışmalarının yapılmasıdır.
Bu ölçek okuldaki genel uyumu, öğrenci ve yetişkinler arasındaki
ilişkinin kalitesini ölçmek amacıyla Yale Çocuk Çalışmaları Merkezinden Haynes,
Emmons ve Comer (1994) tarafından geliştirilmiştir. Ölçeğin, akademik odak, başarı motivasyonu, okul yönetimi ilgi ve
hassasiyeti, işbirlikli karar verme, ebeveyn katılımı, okul binası, okul-toplum
ilişkisi ve öğrenci-öğretmen ilişkisi olmak üzere sekiz alt boyutu
bulunmaktadır. Araştırmada, çocuğu farklı kademelerde (İlkokul: 134, Ortaokul: 116,
Lise: 21) eğitim gören 276 (194K, 82E) ebeveynden veri toplanmıştır.
Katılımcılara Ebeveyn Okul İklimi Ölçeği ve Kişisel bilgi formu uygulanmıştır.
Analizlerde ölçeğin faktör yapısını test etmek için doğrulayıcı faktör analizi,
güvenirliği için Cronbach Alfa iç tutarlılık güvenirlik katsayısı
kullanılmıştır. Yapılan Doğrulayıcı Faktör Analizi ölçeğin 41 maddesi için
sekiz faktörlü olarak tanımlanan orijinal modele ait uygunluk istatistiklerinin
uyum indekslerine göre kabul edilebilir aralıkta olduğu tespit edilmiştir.
Ölçeğin tamamı için Cronbach Alpha iç tutarlılık güvenirlik katsayısı .91
olarak hesaplanmıştır. Bulgular ölçeğin Türkçe formunun sekiz faktörlü bir
yapıya sahip olduğunu ve yeterli düzeyde iç tutarlığa sahip olduğunu
göstermiştir. Ebeveyn Okul İklimi Ölçeği puanlarının cinsiyet değişkenine göre
anlamlı bir farklılık gösterip göstermediğini belirlemek amacıyla Çoklu Varyans
Analizi (MANOVA) uygulanmıştır. MANOVA testi sonucunda, gruplar arasındaki fark
istatistiksel olarak anlamlı bulunmuştur. Erkek ebeveynlerin Ebeveyn Okul
İklimi Ölçeği ortalama puanı kadın ebeveynlerden anlamlı düzeyde yüksek
bulunmuştur. Sonuç olarak bu bulgular,
Ebeveyn Okul İklimi Ölçeğinin Türkçe formunun sekiz faktörlü bir yapıya sahip,
geçerli ve güvenilir bir ölçek olduğunu destekler nitelikte bulunmuştur.
Anahtar Kelimeler
Ebeveyn okul iklimi ölçeği doğrulayıcı faktör analizi güvenirlik
Kaynakça
- Acarbay, F. Y. (2006). Kapsamlı okul iklimini değerlendirme ölçeğinin (öğrenci formu) Türkçe dilsel eşdeğerlik güvenirlik ve geçerlik çalışması. (Yayımlanmamış Yüksek Lisans Tezi). İstanbul: Yeditepe Üniversitesi Sosyal Bilimler Enstitüsü. Arastaman, G. & Balcı, A. (2013). Investigation of high school students’ resiliency perception interms of some variables. Kuram ve Uygulamada Eğitim Bilimleri, 13 (2), 922-928. Atik, G. & Güneri, O. Y. (2013). Bullying and victimization: Predictive role of individual, parental, and academic factors. School Psychology International, 34 (6), 658-673. Bilge, F., Avcı, D., Dinçel, E. F., Demirel, E. A., Karatekin, H., Koç, Ö. & Zorbaz, S. D. (2015). The use of systems approach in psychological counseling and guidance. In chaos, complexity and leadership 2013, Springer, Cham, 213-227. Brookmeyer, K. A., Fanti, K. A. & Henrich, C. C. (2006). Schools, parents, and youth violence: A multilevel, ecological analysis. Journal of Clinical Child and Adolescent Psychology, 35 (4), 504- 514. Bugay, A., Aşkar, P., Tuna, M. E., Örücü, M. Ç. & Çok, F. (2015). Psychometric properties of the Turkish version of the school climate questionnaire high school form. Elementary Education Online, 14 (1), 311-322. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. London: Harvard University Press. Cavrini, G., Chianese,G., Bocch, B. & Dozza, L. (2015). School Climate: Parents’, students’ and teachers’ perceptions. Procedia - Social and Behavioral Sciences, 191, 2044 – 2048. Joyner, E. T., Ben-Avie, M. & Comer, J. P. (2004). Transforming school leadership and management to support student learning and development: The field guide to Comer schools in action. Corwin Press. Cohen, J., McCabe, L., Michelli, N. M. & Pickeral, T. (2009). School climate: Research, policy, practice and teacher education. The Teachers College Record, 111 (1), 180-213. Comer,J. P. & Emmons, C. (2006). The research program of the Yale Child Study Center school development program, The Journal of Negro Education, 75 (3), 353-372. Çalık, T. & Kurt, T. (2010). Okul iklimi ölçeğinin geliştirilmesi. Eğitim ve Bilim, 35 (157), 167-180. Dauber S. & Epstein J. L. (1993). Parents’ attitudes and practices of involvement in inner-city elementary and middle schools. In N. F. Chavkin, Families and schools in a pluralistic society. Albany: State University of New York Press. Emmons, C. L. (1993). School development in an inner city: An analysis of factors selected from Comer's program using latent variable structural equations modeling. Doctoral Dissertation, The University of Connecticut, Storrs. Everitt, B. S. & Skrondal, A. (2010). The Cambridge dictionary of statistics. Fourth Edition. Cambridge: Cambridge University Press. Goldstein, S. E., Young, A. & Boyd, C. (2008). Relational aggression at school: Associations with school safety and social climate. Journal of Youth and Adolescence, 37(6), 641-654. Halderson, C. (1990). Comprehensive assessment of school environments: Technical manual. Alexandria, VA: National Association of Secondary School Principals. Haynes, N.M., Emmons, C.L. & Comer, J.P. (1994). School climate surveys. New Haven, CT: Yale Child Development Center, School Development Program. Haynes, N.M., Emmons, C.L. & Ben-Avie, M. (2001). School climate surveys: Revised manual. New Haven, CT: Yale Child Development Center, School Development Program. Houtte, M. V. (2006). Tracking and teacher satisfaction: Role of study culture and trust. The Journal of Educational Research, 99(4), 247-256. Hoover‐Dempsey, K. V., Walker, J. M., Sandler, H. M., Whetsel, D., Green, C. L., Wilkins, A. S. & Closson, K. (2005). Why do parents become involved? Research findings and implications. The Elementary School Journal, 106(2), 105-130. Kapıkıran-Acun, N. & Kapıkıran, Ş. (2010). School climate inventory: Exploratory and confirmatory factor analysis and reliability-validity. Eğitim Araştırmaları-Eurasian Journal of Educational Research, 42, 117-177. LaRusso, M. D., Romer, D. & Selman, R. L. (2008). Teachers as builders of respectful school climates: Implications for adolescent drug use norms and depressive symptoms in high school. Journal of Youth and Adolescence, 37(4), 386-398. Lee, V. E. & Burkam, D. T. (2003). Dropping out of high school: The role of school organization and structure. American Educational Research Journal, 40(2), 353-393. Meyer-Adams, N. & Conner, B. T. (2008). School violence: Bullying behaviors and the psychosocial school environment in middle schools. Children ve Schools, 30 (4), 211-221. Nassar-McMillan, S. C., Karvonen, M., Perez, T. R. & Abrams, L. P. (2009). Identity development and school climate: The role of the school counselor. The Journal of Humanistic Counseling, 48 (2), 195. Nichols, G.W. & Nichols, J.D. (2012). An Analysis of Student and Parent Perceptions: School Climate Surveys for the Public Good. Scholarlypartnershipsedu, 6 (1), 14-24. Parcel, T. L. & Dufur, M. J. (2001). Capital at home and at school: Effects on student achievement. Social forces, 79(3), 881-911. Pickeral, T., Evans, L., Hughes, W. & Hutchison, D. (2009). School climate guide for district policymakers and educational leaders. New York, NY: Center for Social and Emotional Education. (Available on: http://www.schoolclimate.org/climate/districtguide.php Reyhner, J. (1992). American Indians out of school: A review of school-based causes and solutions. Journal of American Indian Education, 31(3), 37-56. Sheldon, S. B. & Epstein, J. L. (2005). Involvement counts: Family and community partnerships and mathematics achievement. The Journal of Educational Research, 98(4), 196-207. Schueler, B. E., Capotosto, L., Bahena, S., McIntyre, J. & Gehlbach, H. (2014). Measuring parent perceptions of school climate. Psychological assessment, 26 (1), 314. Shochet, I. M., Dadds, M. R., Ham, D. & Montague, R. (2006). School connectedness is an underemphasized parameter in adolescent mental health: Results of a community prediction study. Journal of Clinical Child ve Adolescent Psychology, 35, 170-179. Stewart, E. A. (2003). School social bonds, school climate, and school misbehavior: A multilevel analysis. Justice Quarterly, 20 (3), 575-604. Wilson, D. (2004). The interface of school climate and school connectedness and relationships with aggression and victimization. Journal of School Health,74 (7), 293-299. Worrell, F. C. & Hale, R. L. (2001). The relationship of hope in the future and perceived school climate to school completion. School Psychology Quarterly, 16 (4), 370-388. Yoneyama, S. & K. Rigby (2006) 'Bully/Victim students and classroom climate', Youth Studies Australia, 25 (3):34-41.http://nrs.harvard.edu/urn-3:HUL.InstRepos:11143738
Examining the Psychometric Properties of the Turkish Version of the Parent School Climate Survey and Measuring of Parents’ Perceptions of School Climate by Gender
Öz
The study
investigated the psychometric properties of the Turkish version of the Parent
School Climate Survey. The survey was developed by Haynes, Emmons and Comer
(1994) to measure the school adaptation and the quality of student-adult
relationship. The scale consists of eight sub-dimensions: academic focus,
achievement motivation, attention and sensitivity of school director,
collaborative decision-making, parent participation, school building,
school-community relationship, and student-teacher relationship. The data were
collected from 276 parents (194F, 82M) whose children were receiving education
at different grades (elementary school: 134, secondary school: 116, high
school: 21). The Parent School Climate Survey and an information sheet were
applied to the participants. A confirmatory factor analysis was conducted and
Cronbach’s alpha coefficients were calculated to test the scale’s factor
structure and internal consistency estimate of reliability. The confirmatory
factor analysis showed that fit statistics for the eight-factor model with 41
items were acceptable according to the fit indices. Cronbach’s alpha
coefficient was .91. The results indicated that this Turkish form of the scale
had an eight-factor structure with adequate internal consistency. A
multivariate analysis of variance (MANOVA) was conducted to find out whether
the scores on the Parent School Climate Survey differed significantly according
to the gender variable. MANOVA results showed a statistically significant
difference between the groups. Male parents scored significantly higher than
female parents did on the Parent School Climate Survey. The results confirmed
the Turkish version of the Parent School Climate Survey as a valid and reliable
scale with an eight-factor structure.
Anahtar Kelimeler
Parent school climate survey confirmatory factor analysis reliability
Kaynakça
- Acarbay, F. Y. (2006). Kapsamlı okul iklimini değerlendirme ölçeğinin (öğrenci formu) Türkçe dilsel eşdeğerlik güvenirlik ve geçerlik çalışması. (Yayımlanmamış Yüksek Lisans Tezi). İstanbul: Yeditepe Üniversitesi Sosyal Bilimler Enstitüsü. Arastaman, G. & Balcı, A. (2013). Investigation of high school students’ resiliency perception interms of some variables. Kuram ve Uygulamada Eğitim Bilimleri, 13 (2), 922-928. Atik, G. & Güneri, O. Y. (2013). Bullying and victimization: Predictive role of individual, parental, and academic factors. School Psychology International, 34 (6), 658-673. Bilge, F., Avcı, D., Dinçel, E. F., Demirel, E. A., Karatekin, H., Koç, Ö. & Zorbaz, S. D. (2015). The use of systems approach in psychological counseling and guidance. In chaos, complexity and leadership 2013, Springer, Cham, 213-227. Brookmeyer, K. A., Fanti, K. A. & Henrich, C. C. (2006). Schools, parents, and youth violence: A multilevel, ecological analysis. Journal of Clinical Child and Adolescent Psychology, 35 (4), 504- 514. Bugay, A., Aşkar, P., Tuna, M. E., Örücü, M. Ç. & Çok, F. (2015). Psychometric properties of the Turkish version of the school climate questionnaire high school form. Elementary Education Online, 14 (1), 311-322. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. London: Harvard University Press. Cavrini, G., Chianese,G., Bocch, B. & Dozza, L. (2015). School Climate: Parents’, students’ and teachers’ perceptions. Procedia - Social and Behavioral Sciences, 191, 2044 – 2048. Joyner, E. T., Ben-Avie, M. & Comer, J. P. (2004). Transforming school leadership and management to support student learning and development: The field guide to Comer schools in action. Corwin Press. Cohen, J., McCabe, L., Michelli, N. M. & Pickeral, T. (2009). School climate: Research, policy, practice and teacher education. The Teachers College Record, 111 (1), 180-213. Comer,J. P. & Emmons, C. (2006). The research program of the Yale Child Study Center school development program, The Journal of Negro Education, 75 (3), 353-372. Çalık, T. & Kurt, T. (2010). Okul iklimi ölçeğinin geliştirilmesi. Eğitim ve Bilim, 35 (157), 167-180. Dauber S. & Epstein J. L. (1993). Parents’ attitudes and practices of involvement in inner-city elementary and middle schools. In N. F. Chavkin, Families and schools in a pluralistic society. Albany: State University of New York Press. Emmons, C. L. (1993). School development in an inner city: An analysis of factors selected from Comer's program using latent variable structural equations modeling. Doctoral Dissertation, The University of Connecticut, Storrs. Everitt, B. S. & Skrondal, A. (2010). The Cambridge dictionary of statistics. Fourth Edition. Cambridge: Cambridge University Press. Goldstein, S. E., Young, A. & Boyd, C. (2008). Relational aggression at school: Associations with school safety and social climate. Journal of Youth and Adolescence, 37(6), 641-654. Halderson, C. (1990). Comprehensive assessment of school environments: Technical manual. Alexandria, VA: National Association of Secondary School Principals. Haynes, N.M., Emmons, C.L. & Comer, J.P. (1994). School climate surveys. New Haven, CT: Yale Child Development Center, School Development Program. Haynes, N.M., Emmons, C.L. & Ben-Avie, M. (2001). School climate surveys: Revised manual. New Haven, CT: Yale Child Development Center, School Development Program. Houtte, M. V. (2006). Tracking and teacher satisfaction: Role of study culture and trust. The Journal of Educational Research, 99(4), 247-256. Hoover‐Dempsey, K. V., Walker, J. M., Sandler, H. M., Whetsel, D., Green, C. L., Wilkins, A. S. & Closson, K. (2005). Why do parents become involved? Research findings and implications. The Elementary School Journal, 106(2), 105-130. Kapıkıran-Acun, N. & Kapıkıran, Ş. (2010). School climate inventory: Exploratory and confirmatory factor analysis and reliability-validity. Eğitim Araştırmaları-Eurasian Journal of Educational Research, 42, 117-177. LaRusso, M. D., Romer, D. & Selman, R. L. (2008). Teachers as builders of respectful school climates: Implications for adolescent drug use norms and depressive symptoms in high school. Journal of Youth and Adolescence, 37(4), 386-398. Lee, V. E. & Burkam, D. T. (2003). Dropping out of high school: The role of school organization and structure. American Educational Research Journal, 40(2), 353-393. Meyer-Adams, N. & Conner, B. T. (2008). School violence: Bullying behaviors and the psychosocial school environment in middle schools. Children ve Schools, 30 (4), 211-221. Nassar-McMillan, S. C., Karvonen, M., Perez, T. R. & Abrams, L. P. (2009). Identity development and school climate: The role of the school counselor. The Journal of Humanistic Counseling, 48 (2), 195. Nichols, G.W. & Nichols, J.D. (2012). An Analysis of Student and Parent Perceptions: School Climate Surveys for the Public Good. Scholarlypartnershipsedu, 6 (1), 14-24. Parcel, T. L. & Dufur, M. J. (2001). Capital at home and at school: Effects on student achievement. Social forces, 79(3), 881-911. Pickeral, T., Evans, L., Hughes, W. & Hutchison, D. (2009). School climate guide for district policymakers and educational leaders. New York, NY: Center for Social and Emotional Education. (Available on: http://www.schoolclimate.org/climate/districtguide.php Reyhner, J. (1992). American Indians out of school: A review of school-based causes and solutions. Journal of American Indian Education, 31(3), 37-56. Sheldon, S. B. & Epstein, J. L. (2005). Involvement counts: Family and community partnerships and mathematics achievement. The Journal of Educational Research, 98(4), 196-207. Schueler, B. E., Capotosto, L., Bahena, S., McIntyre, J. & Gehlbach, H. (2014). Measuring parent perceptions of school climate. Psychological assessment, 26 (1), 314. Shochet, I. M., Dadds, M. R., Ham, D. & Montague, R. (2006). School connectedness is an underemphasized parameter in adolescent mental health: Results of a community prediction study. Journal of Clinical Child ve Adolescent Psychology, 35, 170-179. Stewart, E. A. (2003). School social bonds, school climate, and school misbehavior: A multilevel analysis. Justice Quarterly, 20 (3), 575-604. Wilson, D. (2004). The interface of school climate and school connectedness and relationships with aggression and victimization. Journal of School Health,74 (7), 293-299. Worrell, F. C. & Hale, R. L. (2001). The relationship of hope in the future and perceived school climate to school completion. School Psychology Quarterly, 16 (4), 370-388. Yoneyama, S. & K. Rigby (2006) 'Bully/Victim students and classroom climate', Youth Studies Australia, 25 (3):34-41.http://nrs.harvard.edu/urn-3:HUL.InstRepos:11143738
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Bölüm | Araştırma Makaleleri |
| Yazarlar | |
| Yayımlanma Tarihi | 15 Ocak 2018 |
| Yayımlandığı Sayı | Yıl 2018 Cilt: 17 Sayı: 1 |