Examining Validity and Reliability of Transformational Teaching Questionnaire

Yıl 2019, , 191 - 204, 12.09.2019

Sinan Yıldırım Yılmaz Yüksel , Emre Bilgin Alper Yıldız , Özgür Yaşar Akyar Ziya Koruç

https://doi.org/10.9779/pauefd.456975

Cited By: 1

Öz

Purpose of this research was to adapt Beauchamp and colleagues’ (2010) "Transformational Teaching Questionnaire" to Turkish that is inspired by the transformational leadership concept from theories of leadership. 265 high school students between 15-19 (Mage = 16, SD = .95) years old (141 girls and 124 boys) participated to this study. The questionnaire is used for evaluation of students’ perceptions about their teacher. A questionnaire composed of 16 items and four subscales as; idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. Pearson correlation analysis, Cronbach’s alpha coefficient, and confirmatory factor analysis were used for data analyses. For a model with 16 items and 4 factors, the correlations between Turkish and original (English) forms were found between 0.79-0.94 while, test-retest correlations were between 0.77-0.85. Internal consistency values varied between 0.78-0.87. Moreover, factor loadings were calculated between 0.48 and 0.83. According to the confirmatory factor analysis results, model fit indices (χ2/sd= 2.474, RMSEA= 0.075; CFI=0.98, NFI=0.97, NNFI=0.98, IFI=0.98, RFI=0.97, GFI=0.90, AGFI=0.86) indicated the data compatibility of the model appeared to be within acceptable and perfect limits. It can be said that the Turkish version of the “Transformational Teaching Questionnaire” can be used as a valid and reliable measurement tool in researches.

Anahtar Kelimeler

transformational leadership, transformational teaching, physical education, validity, reliability

Dönüşümcü Öğretim Ölçeğinin Geçerlik ve Güvenirlik İncelemesi

Öz

Bu
araştırmada, liderlik kuramlarından dönüşümcü liderlik teorisinden esinlenerek
Beauchamp ve diğerleri (2010)’nin geliştirdiği “Dönüşümcü Öğretim Ölçeğinin”
Türkçe’ye uyarlanması amaçlanmaktadır. Araştırmaya orta öğretim kurumlarında
eğitim alan 141 kız, 124 erkek, toplam 265 öğrenci (ort.yaş= 16 ±.95 yıl –
15-19 yaş aralığında) katılmıştır. Ölçek öğrencilerin algılamalarıyla öğretmen
davranışlarını değerlendirmekte kullanılmaktadır. Ölçek 16 madde ve dört alt boyuttan
oluşmaktadır: idealize etki, ilham veren motivasyon, entelektüel uyarım ve
bireysel saygı. Verilerin analizinde pearson korelasyon analizi, Cronbach alfa
iç tutarlık katsayısı ve doğrulayıcı faktör analizi kullanılmıştır. 16 madde ve
4 faktörlü yapı için, Türkçe İngilizce formların korelasyonları 0.79-0.94
arasında; test-tekrar test korelasyonları ise 0.77-0.85 aralığında bulunmuştur.
İç tutarlık değerlerinin 0.78-0.87 arasında; ölçeğin faktör yük değerlerinin
0.48 ile 0.83 arasında değiştiği görülmektedir. Doğrulayıcı faktör analizine
göre modelin uyum indeks değerleri (χ2/sd= 2.474, RMSEA= 0.075; CFI=0.98,
NFI=0.97, NNFI=0.98, IFI=0.98, RFI=0.97, GFI=0.90, AGFI=0.86) kabul edilebilir
ve mükemmel uyum sınırlarında göstermektedir. “Dönüşümcü Öğretim Ölçeği” Türkçe
versiyonunun geçerli ve güvenilir bir ölçüm aracı olarak araştırmalarda
kullanılabileceği söylenebilir.

Anahtar Kelimeler

dönüşümcü liderlik, dönüşümcü öğretim, beden eğitimi, geçerlik, güvenirlik

Kaynakça

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