Öğretmenlerin okuryazarlık öğretimi özyeterlilik algısı ölçeği Türkçe uyarlaması: Geçerlik ve güvenirlik çalışması
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Dosyalar
Tarih
2018
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Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmada, öğrencilerin okuryazarlık becerilerinin edinimi ve geliştirilmesi sürecinde onlara yardımcı olan öğretmenlerin özyeterlilik algılarını belirlemek için Tschannen-Moran ve Johnson (2011) tarafından geliştirilen “Öğretmenlerin Okuryazarlık Öğretimi Özyeterlilik Algısı Ölçeği”nin Türkçeye uyarlaması yapılmıştır. Bunun için birinci aşamada, ölçeğin İngilizceden Türkçeye çevirisi yapılmış ve sınıf, Türkçe ve İngilizce öğretmenliği alanlarında çalışan 225 kişiye uygulanmıştır. İkinci aşamada, ölçek uyarlama çalışması yapılan grubun dışında, dil eğitimi yapan öğretmenlere de uygulanarak toplam 338 öğretmenin okuryazarlık eğitimi özyeterlilik algıları çeşitli değişkenler açısından incelenmiştir. Uyarlama çalışması için elde edilen veriler kullanılarak ölçeğin alt-üst grup %27’lik dilime göre madde ayırt ediciliğine, madde toplam korelasyona dayalı iç geçerliğine, Cronbach’s Alpha güvenirlik katsayısına, ölçeğin yapı geçerliğine ve doğrulayıcı faktör analizi uyum indekslerine bakılmıştır. Buna göre ölçek, tek faktörlü 22 maddelik yapıya sahiptir. Doğrulayıcı faktör analizi sonucu ölçeğin tanımlanan yapının %38’ini açıkladığı ve yapı güvenirliğinin 0,93 olduğu belirlenmiştir. Cronbach’s Alpha güvenirlik değerinin 0,92; doğrulayıcı faktör analizinde 1. Düzey tek faktörlü yapının doğrulandığı ve hesaplanan uyum indeks değerlerinin çoğunun mükemmel uyum sergilediği görülmüştür. Uyarlanan ve son şekli verilen ölçek formuna öğretmenlere ait kişisel bilgi formu eklenerek ilk örneklem grubundan farklı 338 kişilik bir öğretmen grubuna uygulama yapılmıştır. Öğretmenlerin branş, mezun oldukları fakülte, öğrenim düzeyleri ve çalıştıkları kurum değişkenlerine göre okuryazarlık öğretimi özyeterlilik algıları incelenmiş, bunlara göre özyeterlilik algıları arasında anlamlı farklılık olduğu sonucuna ulaşılmıştır. Öğretmenlerin cinsiyet, yaş ve hizmet sürelerine göre özyeterlilik algıları arasında ise anlamlı farklılık olmadığı sonucuna ulaşılmıştır.
In 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.
In 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.
Açıklama
Anahtar Kelimeler
Okuryazarlık Eğitimi, Ana Dil ve Yabancı Dil Eğitimi, Ölçek Uyarlama, Özyeterlilik Algısı, Öğretmen Yeterlilikleri, Literacy Education, Mother Tongue and Foreign Language Education, Scale Adaptation, Sense of Self Efficacy, Teacher Competencies
Kaynak
Milli Eğitim
WoS Q Değeri
Scopus Q Değeri
Cilt
47
Sayı
220
