“Pozitif Öğretmen Ölçeği” Öğretmen Formunun Geliştirilmesi

Yıl 2018, , 1297 - 1306, 15.07.2018

Ali Eryılmaz , Hafız Bek

https://doi.org/10.24106/kefdergi.369825

Cited By: 6

Öz

Bu çalışmanın amacı, öğretmenlerin bakış
açılarından “Pozitif Öğretmen Ölçeğinin” geliştirilmesidir. Çalışmada kesitsel
araştırma deseni kullanılmıştır. Çalışma farklı öğretim kademelerinde en az beş
yıllık görev yapan toplam 448 öğretmen üzerinde yürütülmüştür.  Çalışmada ölçek geliştirme aşamaları takip
edilmiştir. Bu doğrultuda çalışmada: Maddelerin ve ölçek deneme formunun
hazırlanması, açımlayıcı faktör analizi, doğrulayıcı faktör analizi, güvenirlik
analizi ve geçerlik analizi çalışmaları gerçekleştirilmiştir. Araştırma
bulgularına göre, 21 maddelik ve beş boyutlu bir ölçeğe ulaşılmıştır. Ölçeğin
birinci boyutuna “ dışa dönük kişilik özelliğine sahip olmak”, ikinci boyutuna
“Konuyu somutlaştırmak”, üçüncü boyutuna “Öğrenci ile pozitif ilişki kurmak”,
dördüncü boyutuna “Öğrenciyi derse katmak” ve beşinci boyutuna “Derste akış
yaşatmak” adlandırılmıştır. Ölçeğin toplam varyansın % 63.230 açıkladığı
belirlenmiştir. Ölçeğin tamamının güvenirlik değeri 0.89 olarak bulunmuştur.
Ölçeğin açımlayıcı faktör analizi ile ortaya konan yapısı doğrulayıcı faktör
analizi ile de doğrulanmıştır (RMSEA = 0.067). Ölçeğin Pozitif Duygular ile
korelasyonu 0.45; p<0.01 şeklinde bulunmuştur. Pozitif Öğretmen Ölçeği
Öğretmen Formunun güvenilir ve geçerli olduğu sonucuna varılmıştır.

Anahtar Kelimeler

Pozitif, öğretmen, ölçek, geçerlik, güvenirlik

Development of the Positive Teacher Scale from the Perspective of Teachers

Öz

The purpose of this study is to
develop the "Positive Teacher Scale" from the perspective of
teachers. Cross-sectional research design was used in the study. The study was
conducted on a total of 448 teachers who worked at least for five years at
different levels of education. The stages of scale development were followed in
the study. In this line of work: The preparation of the items and scale trial
form, exploratory factor analysis, confirmatory factor analysis, reliability
analysis and validity studies have been carried out. According to the research
findings, a 21-item and five-dimensional scale has been reached. The first
dimensions of the scale were given the name "to have extraverted personality",”
to concretize the subject that taught", “to establish positive
relationship with the student”, “to increase students’ engagement in the
class”, “to increase students’ flow experience”. The explained variance of the
scale was found to be 63.230%. The reliability of the scale was found to be
0.89. The structure of the scale was also confirmed by confirmatory factor
analysis (RMSEA = 0.067). Correlation with Positive Affection Scale is 0.45; P
<0.01. The Positive Teacher Scale from the Perspective of Teachers was found reliable and valid.

Anahtar Kelimeler

Positive, teacher, reliability, validity

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