Matematik Öğretimi Yeterlik İnancı Envanteri (MÖYİE)’nin Türkçeye Uyarlama Çalışması

Matematik öğretiminde öz-yeterlik, öğretmenlerin matematik öğretiminde öz-yeterlik inançlarına ilişkin kişisel inançları ve başkalarına matematik öğretme öz yeterliklerine ilişkin kişisel algıları olarak açıklanabilir. Ayrıca, öğretmenlerin tutumları, inançları ve davranışları öğrencilerin hazırlanmaları ve akademik başarıları üzerinde önemli bir etkiye sahiptir. Bu nedenle, öğretmenin matematik öğretimine yönelik yeterlik inançlarını incelemek önemlidir ve Türkiye’de öğretmenlerin matematik öğretimi inançlarını belirlemeye yönelik değerlendirme araçlarına ilişkin nicel araştırmalara rastlanmamıştır. Bu çalışmanın amacı, Matematik Öğretimi Yeterlilik İnanç Envanteri’ni (MÖYİE) Türkçe diline uyarlamaktır. Araştırmanın örneklemini 426 matematik öğretmeni adayı (%54,5 kadın ve %45,5 erkek) oluşturmaktadır. Araştırmada kullanılan ölçek Enochs, Smith ve Huinker (2000) tarafından matematik öğretimi yeterlik inancını belirlemek için geliştirilmiştir. Dilsel eşdeğerlik çalışması için öncelikle korelasyon katsayısı incelenmiş, ardından geçerlilik ve güvenilirlik analizi yapılmıştır. Türkçe formun uyarlanmasında geçerlilik ve güvenilirlik çalışmaları yapılmıştır. Bulgular, ölçeğin yüksek güvenirlik katsayılarının bulunduğunu (Cronbach’s α (.91), McDonald’s ω (.85) ve İki Yarı Testi (r = .83) göstermiştir. Son olarak Türkçeye uyarlanan MÖYİE’nin geçerli ve güvenilir bir ölçme aracı olduğu söylenebilir.

ADAPTATION OF TEACHING MATHEMATICS EFFICACY BELIEF INVENTORY (TMEBI) INTO TURKISH

Self-efficacy in teaching mathematics can be explained as teachers’ personal beliefs about their self-efficacy beliefs in teaching mathematics and personal perceptions of their self-ability to teach mathematics to others. Also, teachers’ attitudes, believes, and behaviors have a significant effect on students’ preparation and their academic success. So, it is important to examine teachers’ efficacy beliefs towards teaching mathematics. Not more quantitative research was found on the evaluation tools for determining teaching mathematics efficiency belief of teachers in Turkey. The purpose of the current study is to adapt the Teaching Mathematics Efficacy Belief Inventory (TMEBI) to the Turkish language. The sample of the study consists of 426 prospective mathematics teachers (54.5% female and 45.5% male). The scale that was used in the study was developed by Enochs, Smith, and Huinker (2000) to determine teaching efficacy belief towards mathematics. Firstly, for linguistic equivalence study, the correlation coefficient was examined, and then validity and reliability analysis were conducted. Validity and reliability studies were applied to adapting the Turkish form. Findings showed the highreliability coefficients of the scale were found (Cronbach’s α (.91), McDonald’s ω (.85), and Two-Half Test (r =.83)). Finally, it can be said that the MTEBI, which was adapted to the Turkish language is a valid and reliable measurement tool.

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