Matematik Öğretmenleri İnanç Ölçeğinin Türkçeye Uyarlanması: Geçerlik ve Güvenirlik Çalışması

Bu araştırmanın amacı Xie ve Cai (2021) tarafından geliştirilen Matematik Öğretmenleri İnanç Ölçeğinin Türk kültürüne ve Türkçeye uyarlanmasına yönelik geçerlik ve güvenirlik analizlerini yapmaktır. Çalışma nitel ve nicel yöntemlerin birlikte kullanıldığı karma desen olarak tasarlanmıştır. Çalışma grubu Türkiye’nin çeşitli illerinde görev yapan 431 matematik öğretmeninden oluşmaktadır. Ölçeğin orijinali 5 faktör altında 26 maddeden oluşup 4’lü likert tipi bir ölçektir. Ölçeğin dil geçerliğine yönelik olarak çeviri çalışmaları yapılmıştır. Daha sonra elde edilen veri seti ile açımlayıcı faktör analizi yapılmıştır. Analizler sonucunda ölçeğin orijinal halindeki yapının korunduğu belirlenmiştir. Doğrulayıcı faktör analizi sonucunda ise ölçek yapısının iyi ya da kabul edilebilir uyum indekslerine sahip olduğu sonucuna ulaşılmıştır. Ayrıca madde toplam korelasyon katsayıları ile %27’lik alt ve üst grup ortalamalarının karşılaştırılmasına yönelik t değerleri de ölçek yapısına ilişkin veriler sunmaktadır. Güvenirliğe ilişkin ise Cronbach alpha ve Spearman Brown iki yarı test güvenirlik katsayıları da ölçeğin güvenilir bir yapıya sahip olduğu göstermiştir. Analizler sonucunda Türkçeye uyarlaması yapılan ölçeğin geçerli ve güvenilir bir yapıya sahip olduğuna yönelik olarak yeterli kanıtlara ulaşılmıştır.

Anahtar Kelimeler:

inanç, matematik öğretmeni, matematik öğretmenleri inanç ölçeği, ölçek uyarlama

The Adaptation of the Mathematics Teachers’ Beliefs Scale into Turkish: Validity and Reliability Study

The purpose of this research is to analyze the validity and reliability of the Mathematics Teachers Belief Scale developed by Xie and Cai (2021) for its adaptation to Turkish culture and Turkish language. The study was designed as a mixed pattern. The study group consisted of 431 teachers of mathematics working in various cities of Turkey. The original scale is a 4-point Likert scale. It consists of 26 items in 5 subscales. Translation studies were carried out for the language validity of the scale. Then, exploratory factor analysis was performed with the examined data set. Analysis of the results showed that the original structure of the scale was preserved. Confirmatory factor analysis results, it was concluded that the scale structure had good or acceptable fit indexes. In addition, the t-values for the comparison of the item-total correlation coefficients and the 27% lower/upper group averages also provide data on the scale structure. Regarding reliability, Cronbach Alpha and Spearman-Brown two-half test reliability coefficients showed that the scale had a reliable structure. Result of analysis, sufficient evidence was obtained that the scale, which was adapted into Turkish, has a valid and reliable structure.

Keywords:

belief mathematical belief, mathematics teacher, mathematics teachers’ beliefs scale, scale adaptation,

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