Adaptation Of The Teachers’ Sense Of Self Efficacy For Literacy Instruction (Tseli) Scale Into Turkish: A Validity And Reliability Study

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dc.authorscopusid45561165300
dc.authorscopusid57224516244
dc.authorscopusid36337376100
dc.authorscopusid57214781523
dc.contributor.authorKaratay, Halit
dc.contributor.authorDestebaşi, Fatih
dc.contributor.authorTezel, Kadir Vefa
dc.contributor.authorPektaş, Sami
dc.date.accessioned2024-09-25T19:44:02Z
dc.date.available2024-09-25T19:44:02Z
dc.date.issued2018
dc.departmentAbant İzzet Baysal Üniversitesien_US
dc.description.abstractIn this study, the adaptation of the “Teachers’ Sense of Self Efficacy for Literacy Instruction Scale” which had been developed by Tschannen-Moran and Johnson (2011) to determine the self-efficacy perceptions of teachers who assist students in the acquisition and development of literacy skills was made into Turkish. For this, as the first step, the scale was translated from English into Turkish and administered to 225 teachers who were classroom, Turkish and English teachers. As the second stage, besides the group on which the adaptation study was conducted, the scale was also administered to language teachers, and the sense of self efficacy for literacy instruction of a total of 338 teachers were examined in terms of various variables. Using the data obtained for the adaptation study, item discrimination of the scale, using the top-bottom 27%, its internal validity based on item total correlation, Cronbach’s alpha reliability coefficient, construct validity of the scale and confirmatory factor analysis fit indices were analyzed. According to those, the scale has a single factor with 22 items. The result of the confirmatory factor analysis revealed that the scale accounted for 38% of the identified structure and its structural reliability was determined to be 0.93. It was found that the Cronbach’s Alpha reliability was 0.92; that in the confirmatory factor analysis, Level 1 single factor structure was verified and that most of the calculated values of the compliance index showed a perfect fit. The final form of the adapted scale was added a personal information section on the teachers and administered to a group of 338 teachers, different from the first sample group. The teachers’ sense of self efficacy for literacy education was examined in terms of the variables of subject, faculty they graduated from, degree levels, and institutions they worked for, and it was concluded that, based on those variables, there was a significant difference among their sense of self efficacy. It was found that there was no significant difference among teachers’ sense of self efficacy in terms of gender, age and duration of service. © Millî Eğitimen_US
dc.identifier.endpage131en_US
dc.identifier.issn1302-5600
dc.identifier.issue220en_US
dc.identifier.scopus2-s2.0-85107817718en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage105en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12491/12618
dc.identifier.volume47en_US
dc.indekslendigikaynakScopusen_US
dc.language.isotren_US
dc.publisherT.C. Milli Egitim Bakanligien_US
dc.relation.ispartofMilli Egitimen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.snmzYK_20240925en_US
dc.subjectLiteracy educationen_US
dc.subjectmother tongue and foreign language educationen_US
dc.subjectscale adaptationen_US
dc.subjectsense of self efficacyen_US
dc.subjectteacher competenciesen_US
dc.titleAdaptation Of The Teachers’ Sense Of Self Efficacy For Literacy Instruction (Tseli) Scale Into Turkish: A Validity And Reliability Studyen_US
dc.title.alternativeÖğretmenlerİn Okuryazarlik Öğretİmİ Özyeterlİlİk Algisi Ölçeğİ Türkçe Uyarlamasi: Geçerlİk Ve Güvenİrlİk Çalişmasi]en_US
dc.typeArticleen_US

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