Sınıf Öğretmenin Mesleki Kimlik Ölçeğinin Geliştirilmesi: Mesleki Kimliğin Sosyal Bağlamının Geçerlik ve Güvenirlik Çalışmaları

Öğretmenlerin kendilerine ilişkin öğretmen algıları, yaşadıkları sosyal bağlamdan etkilenir. Sınıf öğretmeninin mesleki kimliğinin sosyal bağlamını; öğretmenin sınıf içi öğretim sürecindeki etkileşimleri, sınıf içindeki hedefleri, öğretmen kimliğine etki eden dışsal faktörler, öğretmenlik yaşantısında karşılaşılansorunlar,sınıföğretmenliğinitanımlama oluşturmaktadır. Öğretmenin sosyal bağlamdaki görüntüleri, topluluk içindeki katılımı, paylaşımı, etkileşimi, sınıf içi uygulamada edindiği deneyimleri, öğretmenin sahip olduğu inançları, değerleri kimlik sürecini şekillendiren ana öğelerdir. Bu çalışmanın amacı sınıf öğretmenlerinin mesleki kimliklerinin sosyal bağlamlarında bulunan karakteristik yapıları belirlemede kullanabilecek geçerli ve güvenilir bir ölçme aracı geliştirmektir. Sınıf öğretmeninin mesleki kimliğinin sosyal bağlamını belirlemeye yönelik geliştirilen ölçeğin geçerlik ve güvenirlik çalışmalarında Çanakkale ilinde (merkez ve ilçeler dahil) görev yapan 381 sınıf öğretmenine uygulanarak ölçeğin açımlayıcı faktör analizi (AFA) yapılmıştır. Ölçekte yer alan maddelerin faktör yükleri .331 ile .842 arasında değişmektedir. AFA’dan elde edilen veriler ile, ölçeğin beş faktörlü yapıda olduğunu bu beş faktörün toplam varyansın % 45.655’ ini açıkladığı görülmüştür. Ölçeğin bütünü için hesaplanan Cronbach Alpha güvenirlik katsayısı 0.72’dir. . Ölçeğin doğrulayıcı faktör analizi (DFA) analizleri Çanakkale ilinde (merkez ve ilçeler dahil) görev yapan 447 sınıf öğretmenine uygulanarak yapılmıştır. Yapılan DFA sonucunda ki-kare uyum indeksi değerinin serbestlik derecesine oranının (x2/sd =3,32) olduğu görülmektedir. Bu değerin 5’den küçük olması modelin kabul edilebilir olduğunu göstermektedir. Yapılan DFA da ulaşılan değerler (RMSEA= 0.072) dikkate alındığında modelin iyi uyum verdiği söylenebilir. Modelde GFI=.82, AGFI=.79 CFI= .89 ve NFI= .88 olması uyum iyiliği değerlerinin kabul edilebilir değer aralığında olduğu sonucuna ulaşılmıştır. Sınıf Öğretmeninin Mesleki Kimliğinin Sosyal Bağlam Ölçeği (SÖMKSBÖ) beş faktörlü, 5’li likert olarak derecelendirilmiş 29 maddelik olup geçerliği ve güvenirliği test edilmiştir.

Development of Elementary School Teacher's Professional Identity Scale:Validity and Reliability Studies of the Social Context of Professional Identity

Teacher identity is a phenomenon incorporating all of the systems and discourses of knowledge governing all social values inherent to teachers. Elementary school teacher identity is different from teacher identity as a generic term and that of teachers ofother specialized fields. The reason is that elementary school teachers are to teach the basics of all the disciplines in elementary education and help their students acquire basic social and educational skills. The present study is intended to develop a valid and reliable scale to identify subjective aspects in the social contextoftheprofessionalidentitiesofelementaryschool teachers. In the validity and reliability studies of the scale, which was developed to determine the social context of the elementary teacher's professional identity, exploratory factor analysis (EFA) was applied to the 381 classroom teachers working in Çanakkale province (including the center and districts).The factor loadings of the items in the scale were observed to range between .331 and .842 EFA revealed that the scale consisted of five factors and and accounted for 45.655% of the total variance. The Cronbach’s Alpha reliability coefficient was calculated to be .72 for the entire scale. Confirmatory factor analysis (CFA) analysis of the scale was performed by applying to 447 elementary teachers working in Çanakkale province (including center and districts).The CFA results yielded a ratio of chi-square (fit index) to the degree of freedom equal to 3.32 (x2/sd =3.32). In consideration of the value (RMSEA= 0.072) obtained from the CFA, it can be suggested that the model exhibited a good fit. It can be concluded from GFI=.82, AGFI=.79 CFI= .89, and NFI= .88 that the goodness-of-fit values fall within an acceptable range. The 5-level Likert scale consisting of 29 items and five factors, i.e. “In-Teaching Interactions”, “Teaching Goals”, “Social Factors Affecting Identity Formation”, “Problems Faced during Teaching” and “Others’ Descriptions-Receptions Concerning Elementary School Teachers”, was found to be a valid and reliable measurement tool

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