DERYA ORHAN GÖKSÜN, Halil İbrahim M. HASESKİ, ŞENAY OZAN LEYMUN

Teknostres Kaynakları Ölçeğinin Türkçeye Uyarlama Çalışması

Bu çalışmanın amacı Ayyagari, Grover ve Purvis (2011) tarafından geliştirilmiş “Teknostres kaynakları ölçeği” ni Türkçeye uyarlamak ve ölçeğin Türkçe formunun geçerlik ve güvenirlik çalışmalarını yapmaktır. Bu kapsamda yedi adımdan oluşan ölçek uyarlama süreci yürütülmüştür. İlk olarak kaynak dilden hedef dile çeviri süreci, biri yabancı dil, ikisi öğretim teknolojileri alanında çalışmakta olan her iki dile üst düzeyde hakim akademisyen tarafından gerçekleştirilmiştir. Daha sonra bir öğretim teknolojileri alan uzmanı elde edilen üç çeviri formu üzerinden en uygun olan maddeleri belirlemiştir. Bu aşamadan sonra pilot uygulamaya geçilmiş ve orijinal form ile Türkçe form her iki dile de hakim ve hedef kitle özelliklerini taşıyan son sınıf İngilizce öğretmen adaylarına sunularak her iki formun arasındaki ilişki irdelenmiştir. Uygulama sonucunda her iki form arasında yüksek düzeyde anlamlı ilişki (r >.70) belirlenmiştir. Bu sebeple geri çeviri sürecine gidilmemiştir. Dil eşdeğerliği sağlanan Türkçe form, aktif olarak görev yapan 177 öğretmene uygulanmış ve toplanan veriler üzerinden doğrulayıcı faktör analizi gerçekleştirilmiştir. Analiz sonucunda bütün maddelerin faktörler altında istatistiksel olarak anlamlı yükler aldığı ve model uyum istatistiklerinden kabul edilebilir uyum aralıklarında olduğu belirlenmiştir. Buradan hareketle söz konusu Türkçe formun, Türk kültürü bağlamında teknostresin kaynakları çerçevesinde öğretmenlerin mevcut durumlarını belirlemek amacıyla kullanılabilecek geçerli ve güvenilir nitelikte bir ölçek olduğu ifade edilebilir.

The Turkish Adaptation Study of Technostress Resources Scale

The aim of this study is to adapt the "Technostress Resources Scale" developed by Ayyagari, Grover and Purvis (2011) to Turkish and to carry out the validity and reliability studies of Turkish form. In this context, the scale adaptation process consisting of seven steps has been carried out. Initially, process from source language to target language translation is actualized by three high-level academicians in both languages, one academician in the field of foreign language and two academicians in the field of instructional technology. Afterwards, a field proficient in the field of instructional technology determined the most appropriate items from the three translation forms obtained. After this step, the pilot application was started and the original form. The Original form and The Turkish form were applied to the last grade English teacher candidates who master in both language and have characteristic of target participants and the relationship between the two forms was examined. As a result of the implementation, a high level of statistically significance relationship (r> .70) was determined between both forms. For this reason, the back-translation process has not been done. The Turkish form that was ensured language equivalence was applied to 177 teachers and confirmatory factor analysis was carried out on collected data. As a result of the analysis, it was determined that all the items had statistically significant load under the factors and were within acceptable adaptation intervals from the model fit statistics. From this, it can be said that the Turkish form is a valid and reliable scale that can be used to determine to existing situation of teachers in the context of Turkish culture.

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