ÖĞRETMEN ADAYLARI İÇİN İLETİŞİM BECERİLERİ ÖLÇEĞİNİN GELİŞTİRİLME VE GEÇERLİK-GÜVENİRLİK ÇALIŞMASI: ALTERNATİF BİR MODEL ÖNERİSİ

Bireyin kendini iyi ifade edebilmesi ve karşısındakini daha iyi anlayabilmesi iletişim becerilerine sahip olmasıyla mümkündür. Gelecekte meslekleri gereği etkili iletişim kurabilen ve iyi iletişim becerilerine sahip öğretmen adaylarına ihtiyaç vardır. Gelişen dünyada insan algıları, davranışları ve ilişkileri sürekli ve hızla değişmektedir. Tüm bu nedenlerin ışığında günümüz öğretmen adaylarının hangi tür iletişim becerilerine sahip olduğu belirlenmeli ve bunun için yeni ve güncel ölçme aracı geliştirilmelidir. Buradan hareketle, bu çalışmanın ana amacı öğretmen adaylarının hangi boyutlarda iletişim becerilerine sahip olduğunu ortaya çıkaran geçerli ve güvenilir bir iletişim becerileri ölçeği geliştirmektir. Araştırmaya bir devlet üniversitesinin farklı bölümlerinde okuyan toplam 1204 öğretmen adayı katılmıştır. Araştırmacılar tarafından hazırlanan ölçek maddelerinin geçerlik ve güvenirlik çalışmaları sırasıyla yapılmıştır. Tüm analizler sonucunda iletişim becerileri ölçek maddelerinin "yeterlik", "engel"," beden dili" ve "değer verme" faktörlerinde toplandığı ve toplamda 36 madde olduğu tespit edilmiştir. Tüm ölçeğin güvenirliğine bakıldığında yüksek olduğu ortaya çıkmış ve bu nedenle ölçek maddelerinin homojen olduğu söylenebilir. Ayrıca ölçeğe ikinci düzey doğrulayıcı faktör analizi (DFA) yapılarak alternatif modeller arasından en çok hangisinin veri tarafından desteklendiği ortaya çıkarılmıştır. Elde edilen sonuçlara göre birinci düzey DFA modelinin ikinci düzey DFA modeline göre daha iyi bir model olduğu tespit edilmiştir. Sonuç olarak iletişim becerileri ölçeğinin maddeleri incelendiğinde iletişimin duyuşsal, bilişsel ve davranışsal alanları kapsayan ve bu alanlardaki bütün boyutları ölçmeye yönelik geniş kapsamlı geçerli ve güvenilir bir ölçek olduğu söylenebilir

DEVELOPMENT AND VALIDITY-RELIABILITY STUDY OF COMMUNICATION SKILLS SCALE FOR STUDENT TEACHERS: SUGGESTION OF AN ALTERNATIVE MODEL

Individuals can express themselves well and understand the others better only by having communication skills. In the future, there will be a need for student teachers who have good communication skills and who can communicate well, as their profession requires. In this developing world, perceptions, behaviours and relations of individuals have constantly been changing. In the light of all these reasons, what type of communication skills that today’s student teachers have should be determined and new and contemporary measurement instruments should be developed for this purpose. From this point of view, the major aim of this study was to develop a reliable and valid communication skills scale (CSS) that will help to determine the extent of student teachers’ communication skills. A total of 1204 student teachers studying in various departments of a state-run Turkish university participated in the study. The validity and reliability of the scale items prepared by the researchers were investigated; as a result of the analysis, it was found that the communication scale items centered on the factors of "competence", "discouragement", "body language" and "dignification"; there were 36 items in total. The reliability of total scale was found high, so it can be considered that the scale items are homogenous. In addition, an alternative model that was supported by the data was found by applying second-level confirmatory factor analysis (CFA). According to the results, the first-level CFA was found to be a better model than the second-level CFA. As a result, when the items related to these factors were considered, it was said that the valid and reliable scale provides a comprehensive measure for assessing all of the dimensions of communication, including its emotional, cognitive and behavioral aspects

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