“Pozitif Öğretmen Ölçeği” Öğretmen Formunun Geliştirilmesi

Bu çalışmanın amacı, öğretmenlerin bakış açılarından “Pozitif Öğretmen Ölçeğinin” geliştirilmesidir. Çalışmada kesitsel araştırma deseni kullanılmıştır. Çalışma farklı öğretim kademelerinde en az beş yıllık görev yapan toplam 448 öğretmen üzerinde yürütülmüştür.  Çalışmada ölçek geliştirme aşamaları takip edilmiştir. Bu doğrultuda çalışmada: Maddelerin ve ölçek deneme formunun hazırlanması, açımlayıcı faktör analizi, doğrulayıcı faktör analizi, güvenirlik analizi ve geçerlik analizi çalışmaları gerçekleştirilmiştir. Araştırma bulgularına göre, 21 maddelik ve beş boyutlu bir ölçeğe ulaşılmıştır. Ölçeğin birinci boyutuna “ dışa dönük kişilik özelliğine sahip olmak”, ikinci boyutuna “Konuyu somutlaştırmak”, üçüncü boyutuna “Öğrenci ile pozitif ilişki kurmak”, dördüncü boyutuna “Öğrenciyi derse katmak” ve beşinci boyutuna “Derste akış yaşatmak” adlandırılmıştır. Ölçeğin toplam varyansın % 63.230 açıkladığı belirlenmiştir. Ölçeğin tamamının güvenirlik değeri 0.89 olarak bulunmuştur. Ölçeğin açımlayıcı faktör analizi ile ortaya konan yapısı doğrulayıcı faktör analizi ile de doğrulanmıştır (RMSEA = 0.067). Ölçeğin Pozitif Duygular ile korelasyonu 0.45; p<0.01 şeklinde bulunmuştur. Pozitif Öğretmen Ölçeği Öğretmen Formunun güvenilir ve geçerli olduğu sonucuna varılmıştır.

Development of the Positive Teacher Scale from the Perspective of Teachers

The purpose of this study is to develop the "Positive Teacher Scale" from the perspective of teachers. Cross-sectional research design was used in the study. The study was conducted on a total of 448 teachers who worked at least for five years at different levels of education. The stages of scale development were followed in the study. In this line of work: The preparation of the items and scale trial form, exploratory factor analysis, confirmatory factor analysis, reliability analysis and validity studies have been carried out. According to the research findings, a 21-item and five-dimensional scale has been reached. The first dimensions of the scale were given the name "to have extraverted personality",” to concretize the subject that taught", “to establish positive relationship with the student”, “to increase students’ engagement in the class”, “to increase students’ flow experience”. The explained variance of the scale was found to be 63.230%. The reliability of the scale was found to be 0.89. The structure of the scale was also confirmed by confirmatory factor analysis (RMSEA = 0.067). Correlation with Positive Affection Scale is 0.45; P <0.01. The Positive Teacher Scale from the Perspective of Teachers was found reliable and valid.

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Kastamonu Eğitim Dergisi-Cover
  • ISSN: 1300-8811
  • Yayın Aralığı: Yılda 4 Sayı
  • Başlangıç: 1992
  • Yayıncı: -