Developing the Instructor Satisfaction Scale for Emergency Remote Teaching

Year 2023, Volume: 13 Issue: 2, 371 - 401, 10.09.2023

Mutlu Tahsin Üstündağ , Seher Özcan , Ebru Solmaz

https://doi.org/10.19126/suje.1201327

Abstract

The distance education process, which started without adequate preparation due to the COVID 19 pandemic, is called emergency distance education or emergency remote teaching terms in literature. The adaptation and satisfaction of the instructors to this process draws attention as an important variable. The aim of the study is to develop a valid and reliable measurement tool in order to determine the satisfaction levels of the instructors who teach in the emergency remote teaching process. The study started with the creation of the item pool with the literature review and continued with the evaluation of the items through expert opinion. . As a result of the exploratory factor analysis made with the data obtained from 400 instructors, a scale containing 28 items in 5 factors was obtained. These factors are named as “the instructor's belief in distance education”, “the instructor's competence in distance education”, “ICT infrastructure”, “the student-instructor interaction”, “flexibility and opportunities”. The structure of the scale, which consists of 5 dimensions and 27 items, was confirmed by the confirmatory factor analysis verified with the data obtained from 453 instructors. The reliability of the scale was calculated as .93 with the 2022-2023 fall and spring semester data obtained from 340 instructors.

Keywords

Emergency remote teaching, satisfaction scale, instructor, Emergency remote teaching, satisfaction scale, instructor

References

• Al Lily, A. E., Ismail, A. F., Abunasser, F. M., & Alqahtani, R. H. A. (2020). Distance education as a response to pandemics: Coronavirus and Arab culture. Technology in society, 63, 101317.
• Ateş, V., & Güyer, T. (2016). Bir Öğrenme Yönetim Sisteminin Öğretim Elemanları Tarafından Değerlendirilmesi: Gazi Üniversitesi Örneği. Journal of Information Technologies, 9(1), 1. https://doi.org/10.17671/btd.01463
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://oce.ovid.com/article/00006832-197703000-00002
• Baumgartner, H., & Homburg, C. (1996). Applications of structural equation modeling in marketing and consumer research: A review. International Journal of Research in Marketing, 13(2), 139–161. https://doi.org/https://doi.org/10.1016/0167-8116(95)00038-0
• Blundell, G. E. (2015). A Disrupion Of Online Learning Course Design:Comparing Self-Reported Levels Of Faculty Satisfaction Wıth Online Courses Created Applying The 2011-2013 Edition Of The Quality Matterstm Rubrıc Standards To Those Onlıne Courses Created Wıthout. http://Rave.Ohiolink.Edu/Etdc/View?Acc_Num=Kent1426268368
• Blundell, G. E., Castañeda, D. A., & Lee, J. (2020). A Multi-İnstitutional Study Of Factors İnfluencing Faculty Satisfaction With Online Teaching And Learning. Online Learning Journal, 24(4), 229–253. https://doi.org/10.24059/Olj.V24i4.2175
• Bolliger, D. U., Inan, F. A., & Wasilik, O. (2014). Development And Validation Of The Online Instructor Satisfaction Measure (Oısm). Educational Technology & Society, 17(2), 183–195. Https://Eds.S.Ebscohost.Com/Eds/Pdfviewer/Pdfviewer?Vid=0&Sid=6798876b-4886-4073-8edf-03730f211369%40redis
• Bolliger, D. U., & Wasilik, O. (2009). Factors İnfluencing Faculty Satisfaction With Online Teaching And Learning İn Higher Education. Distance Education, 30(1), 103–116. Https://doi.org/10.1080/01587910902845949
• Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., Lambert, S. R., Al-Freih, M., Pete, J., Olcott, D., Rodes, V., Aranciaga, I., Bali, M., Alvarez, A. V, Roberts, J., Pazurek, A., Raffaghelli, J. E., Panagiotou, N., De Coëtlogon, P., … Paskevicius, M. (2020). A Global Outlook To The İnterruption Of Education Due To Covıd-19 Pandemic: Navigating İn A Time Of Uncertainty And Crisis. Asian Journal Of Distance Education, 15(1), 1–126. http://www.Asianjde.org
• Büyüköztürk, Ş. (2008). Sosyal Bilimler için Veri Analizi El Kitabı (9.Baskı). Pegem Akademi.
• Caena, F., & Redecker, C. (2019). Aligning Teacher Competence Frameworks To 21st Century Challenges: The Case For The European Digital Competence Framework For Educators (Digcompedu). European Journal Of Education, 54(3), 356–369. https://Doi.Org/10.1111/Ejed.12345
• Carpenter, S. (2018). Ten Steps İn Scale Development And Reporting: A Guide For Researchers. Communication Methods And Measures, 12(1), 25–44. https://doi.org/10.1080/19312458.2017.1396583
• Çelik Eren, D., Korkmaz, M., Öz Yıldırım, Ö., & Aydın Avcı, İ. (2021). Covıd-19 Pandemi Sürecinde Hemşirelik Öğrencilerinin Uzaktan Eğitime Karşı Tutum ve Memnuniyet Düzeyleri. Journal Of Anatolia Nursing And Health Sciences, 24(2), 246–254. https://doi.org/10.17049/Ataunıhem.862820
• Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods İn Education 6th Edition - Louis, Manion, Lawrence, Morrison, Keith C (6th Ed.). Roudledge.
• Creswell, J. W. (2012). Educational Research: Planning, Conducting, And Evaluating Quantitative And Qualitative Research (4th Ed.). Pearson.
• Daumiller, M., Janke, S., Rinas, R., Dickhäuser, O., & Dresel, M. (2022). Need Satisfaction And Achievement Goals Of University Faculty: An İnternational Study Of Their İnterplay And Relevance. Higher Education, 83(6), 1183–1206. https://doi.org/10.1007/S10734-021-00736-1
• Devellis, R. F. (2003). Scale Development: Theory And Applications (Second). Sage Publications.
• Devellis, R. F. (2017). Scale Development: Theory And Applications (Fourth). Sage Publications.
• El Refae, G. A., Kaba, A., & Eletter, S. (2021). Distance Learning During Covıd-19 Pandemic: Satisfaction, Opportunities And Challenges As Perceived By Faculty Members And Students. Interactive Technology And Smart Education, 18(3), 298–318. https://doi.org/10.1108/Itse-08-2020-0128
• Eren, H. B., Güler, Y., Güler, D., Çokluk-Bökeoglu, Ö., & Tuncel, S. (2022). Çevrim İçi Beden Eğitimi ve Spor Dersine Yönelik Öğrenci Memnuniyet Ölçeğinin Geliştirilmesi. Avrasya Spor Bilimleri ve Eğitim Dergisi, 4(2), 135-156.
• Ergönül, E., Yurt, A., Kırkım, G., Yener, N., Çımrın, D., & Kutluk, K. (2020). Online Education in Covid-19 Period in Terms of Students and Instructors: A Cross-Sectional Assessment. Smyrna Tıp Dergisi, 14–21.
• Estrada Aguilar, L. M., Yoong Parraga, C. E., & Bustamante Gracia, K. S. (2022). Development Of A Faculty Satisfaction Questionnaire For Ecuadorian Higher İnstitutions. Journal Of Applied Research İn Higher Education. https://doi.Org/10.1108/Jarhe-03-2022-0097
• Farooq, R. (2016). Role Of Structural Equation Modeling İn Scale Development. Journal Of Advances İn Management Research, 13(1). https://doi.org/10.1108/Jamr-05-2015-0037
• Green, J. K., Burrow, M. S., & Carvalho, L. (2020). Designing For Transition: Supporting Teachers And Students Cope With Emergency Remote Education. Postdigital Science And Education, 2(3), 906–922. https://doi.org/10.1007/S42438-020-00185-6/Fıgures/3
• Hampton, D., Culp-Roche, A., Hensley, A., Wilson, J., Otts, J. A., Thaxton-Wiggins, A., ... & Moser, D. K. (2020). Self-efficacy and satisfaction with teaching in online courses. Nurse educator, 45(6), 302-306.
• Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020, March 27). The Difference Between Emergency Remote Teaching And Online Learning | Educause. https://Er.Educause.Edu/Articles/2020/3/The-Difference-Between-Emergency-Remote-Teaching-And-Online-Learning
• Hooper, D. (2012). Exploratory Factor Analysis, in Chen, H. (Ed.), Approaches to Quantitative Research – Theory and its Practical Application: A Guide to Dissertation Students, Cork, Ireland: Oak Tree Press.
• Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53– 60.
• Hotar, N., Özcan, M.A., Baran, B., Yacı, N.Ş., Karagöz, E., (2021). Acil Uzaktan Eğitimden Ne Öğrendik? Öğrenci ve Öğretim Elemanı Görüşlerinin Karşılaştırılması. The Western Anatolia Journal Of Educational Sciences (Wajes), 12(2), 673–690. https://doi.org/10.51460/Baebd.986090
• Ismayilova, K., & Klassen, R. M. (2019). Research And Teaching Self-Efficacy Of University Faculty: Relations With Job Satisfaction. International Journal Of Educational Research, 98, 55–66. https://doi.org/10.1016/J.Ijer.2019.08.012
• Jaggars, S. S., & Xu, D. (2016). How Do Online Course Design Features İnfluence Student Performance? Computers & Education, 95, 270–284. https://doi.Org/10.1016/J.Compedu.2016.01.014
• Jarab, F., Al-Qerem, W., Jarab, A. S., & Banyhani, M. (2022). Faculties’ Satisfaction With Distance Education During Covıd-19 Outbreak İn Jordan. Frontiers İn Education, 7. https://doi.org/10.3389/Feduc.2022.789648
• Joshi, M. A., Krishnappa, P., & Prabhu, A. V. (2022). Faculty Satisfaction And Perception Regarding Emergency Remote Teaching : An Exploratory Study. Medical Journal, Armed Forces India. https://doi.org/10.1016/J.Mjafı.2022.04.005
• Kafes, A. Y., & Yıldırım, A. (2021). Üniversite Öğrencilerinin Uzaktan Eğitim Memnuniyeti Ölçeği’nin Geliştirilmesi: Geçerlik Ve Güvenirlik Çalışması. Turkish Studies, 16(6), 1641–1657.
• Luongo, N. (2018). An Examination Of Distance Learning Faculty Satisfaction Levels And Self-Perceived Barriers. Journal Of Educators Online, 15(2).
• Marasi, S., Jones, B., & Parker, J. M. (2022). Faculty satisfaction with online teaching: a comprehensive study with American faculty. Studies in Higher Education, 47(3), 513-525.
• Metin, M., Çevik, A., & Gürbey, S. (2021). Öğretmenlerin Uzaktan Eğitime Yönelik Görüşlerini Belirlemek İçin Ölçek Geliştirme Çalışması. Maarif Mektepleri Uluslararası Sosyal ve Beşeri Bilimler Dergisi. https://doi.org/10.47155/Mamusbbd.911344
• Morgan, G. A., & Driego, O. V. (1998). Easy Use And İnterpretation Of Spss For Windows: Answering Research Questions With Statistics (Vol 1). Psychology Press.
• Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open in press.
• Özcan, S. (2019). Uzaktan Eğitim Veren Kurumlarda Öğretim Elemanlarının Çevrimiçi Öğretime Bağlılığı. [Unpublished master dissertation]. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü.
• Özdemir, A. & Gürbüz, A. (2020). Akademisyenlerin Memnuniyet Düzeylerinin Belirlenmesi: Ağrı İbrahim Çeçen Üniversitesi Örneği. Uluslararası İnsan Çalışmaları Dergisi, 3 (5) , 162-178 . DOI: 10.35235/uicd.688127 Quality Framework - Olc. (N.D.). Retrieved September 8, 2022, From https://Onlinelearningconsortium.Org/About/Quality-Framework-Five-Pillars/
• Sakal, M., & Adnan, M. (2013). Çevrimiçi Eğitmen Sertifika Programına Katılan Öğretim Elemanlarının Memnuniyetleri Üzerine Bir Çalışma. 12, 1–92.
• Sayan, H. (2020). Covid-19 pandemisi sürecinde öğretim elemanlarının uzaktan eğitime ilişkin görüşlerinin değerlendirilmesi. AJIT-e: Academic Journal of Information Technology, 11(42), 100-122.
• Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating The Fit Of Structural Equation Models: Tests Of Significance And Descriptive Goodness-Of-Fit Measures. Mpr-Online, 8(2), 23–74.
• Stickney, L. T., Bento, R. F., Aggarwal, A., & Adlakha, V. (2019). Online Higher Education: Faculty Satisfaction And Its Antecedents: Https://doi.org/10.1177/1052562919845022, 43(5), 509–542. https://doi.Org/10.1177/1052562919845022
• Tabachnick, B. G., & Fidell, L. S. (2013). Using Multivariate Statistics. Pearson.
• Trust, T., & Whalen, J. (2020). Should Teachers Be Trained İn Emergency Remote Teaching? Lessons Learned From The Covıd-19 Pandemic. In Jl. Of Technology And Teacher Education (Vol. 28, Issue 2).
• Türkoglu, M. E., Cansoy, R., & Parlar, H. (2017). Examining Relationship Between Teachers’ Self-Efficacy And Job Satisfaction. Universal Journal Of Educational Research, 5(5), 765–772. https://doi.org/10.13189/Ujer.2017.050509
• Walters, S., Grover, K. S., Turner, R. C., & Alexander, J. C. (2017). Faculty Perceptions Related To Teaching Online: A Starting Point For Designing Faculty Development Initiatives. Turkish Online Journal Of Distance Education.
• Wingo, N. P., Ivankova, N. V., & Moss, J. A. (2017). Faculty Perceptions About Teaching Online: Exploring The Literature Using The Technology Acceptance Model As An Organizing Framework. Online Learning, 21(1), 15–35. https://doi.org/10.24059/Olj.V21i1.761
• Yalman, M. (2013). Eğitim Fakültesi Öğrencilerinin Bilgisayar Destekli Uzaktan Eğitim Sistemi (Moodle) Memnuniyet Düzeyleri. Turkish Studies-International Periodical For The Languages, Literature And History Of Turkish Or Turkic, 8(8), 1395–1406.
• Yaşlıoğlu, M., & Toplu Yaşlıoğlu, D. (2020). How And When To Use Which Fit Indices? A Practical And Critical Review Of The Methodology. Istanbul Management Journal, 1–20. https://doi.org/10.26650/İmj.2020.88.0001
• Yildiz, P. E., Çengel, M., & Alkan, A. (2021). Pandemi Sürecinde Uzaktan Eğitim Ortamlarının Kullanımına İlişkin Tutum Ölçeği,. Opus © Uluslararası Toplum Araştırmaları Dergisi-International Journal Of Society Researches, 17(23), 132–153. https://doi.org/10.26466/Opus.811510
• Zhao, Y. (2022). New Context, New Teachers, and New Teacher Education. Journal of Technology and Teacher Education, 30(2), 127-133. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved September 2, 2023 from https://www.learntechlib.org/primary/p/221169/.
• Zimmerman, B. J. (1995). Self-Efficacy And Educational Development. Self-Efficacy İn Changing Societies, 202–231. https://doi.org/10.1017/Cbo9780511527692.009
• Zizka, L., & Probst, G. (2021). Teaching During Covd-19: Faculty Members’ Perceptions During And After An “Exceptional” Semester. Journal Of International Education İn Business. https://doi.org/10.1108/Jıeb-12-2020-0099
• Zorluoğlu, S. L., Devecioğlu, G. & Sayın, İ. (2021). Uzaktan Eğitimin Öğretim Elemanları Açısından Değerlendirilmesi: Covid-19 Pandemi Süreci. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7 (3), 1007-1025. DOI: 10.31592/aeusbed.913291