OKUL MÜDÜRÜ GERİ BİLDİRİM ÖLÇEĞİ GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI

Okul müdürlerinin verdiği geri bildirimlerin etkililiği öğretmenlerin mesleki olarak gelişimlerinde önemli etkenler arasında sayılmaktadır. Bu bağlamda okul müdürlerinin öğretmenlere verdiği geri bildirimlerin etkililiğini ölçecek bir ölçme aracı geliştirmek bu araştırmanın amacını oluşturmaktadır. Ölçek maddeleri yazılırken hem etkili geri bildirimin işe vuruk tanımına hem de etkili geri bildirim veren okul müdürü davranışlarına uygunluğuna dikkat edilerek literatür taranmıştır. Kapsam geçerliği için 7 alan uzmanından görüş alındıktan sonra ölçek açımlayıcı faktör analizi için önce Hatay ili Antakya ilçesindeki resmi ortaokullarda görevli 363 öğretmene, sonra doğrulayıcı faktör analizi için İskenderun ilçesindeki 315 öğretmene uygulanmıştır. Temel Bileşen Analizi tekniğinin seçildiği ve dik döndürme yöntemlerinden Varimax’ın kullanıldığı faktör analizi sonucunda her biri 17 maddeden oluşan iki boyut elde edilmiştir. Elde edilen boyutlar “süreç” ve “işlev” olarak isimlendirilmiştir. Ölçeğin açıkladığı toplam varyans %76.887 olarak bulunmuştur. Doğrulayıcı faktör analizi ile ölçeğin model uygunluk ölçütleri bakımından iyi ve kabul edilebilir uyum aralığında olduğu sonucuna ulaşılmıştır. Ölçeğin güvenirlik katsayısı Cronbach’s Alfa katsayısı ve iki yarı test istatistik teknikleri kullanılarak hesaplanmıştır. Her iki analiz sonucunda da elde edilen değer hem ölçeğin bütünü ve alt boyutlarda .90’nın üzerindedir. Sonuç olarak, yapılan analizler okul müdürü geri bildirim ölçeğinin geçerli ve güvenilir bir ölçek olduğunu göstermektedir.

Anahtar Kelimeler:

Geri bildirim, öğretmen denetimi, öğretmen değerlendirme, sınıf içi öğretim

THE PRINCIPAL FEEDBACK SCALE: VALIDITY AND RELIABILITY STUDY

The effectiveness of the feedback provided by principals is considered as one of the essential factors in the professional development of teachers. In this context, the purpose of this research is to develop a scale to measure the effectiveness of the feedback given by principals to teachers. While writing the scale items, the literature was searched with regard to the suitability of the definition of effective feedback and the principal's behaviors of giving effective feedback. After receiving the opinions of 7 experts for the content validity; first, the scale was applied to 363 teachers working in official secondary schools in Antakya, Hatay for the exploratory factor analysis, and then 315 teachers in İskenderun for the confirmatory factor analysis. Two dimensions, each consisting of 17 items, were obtained as the result of the factor analysis done with Principal Component Analysis and Varimax Rotation method. The dimensions were named as “process” and “function”. The total variance explained by the scale was found as 76.887%. The confirmatory factor analysis showed that the scale was in a good and acceptable fit range in terms of model fit criteria. The reliability coefficient of the scale was calculated using Cronbach’s Alpha and Split-Half statistical techniques. The results obtained from both analyzes are above .90 in both the whole scale and the sub-dimensions. As a result, the analyses show that the principal feedback scale is a valid and reliable scale.

Keywords:

Feedback, teacher supervision, teacher assessment, teaching,

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