ÖĞRETMENLERİN MESLEĞİ BIRAKMA NİYETİ VE OKUL DEĞİŞTİRME NİYETİ ÖLÇEKLERİNİN TÜRKÇEYE UYARLANMASI, GEÇERLİK VE GÜVENİRLİK ÇALIŞMALARI
Author :
Abstract
Her yıl binlerce öğretmen ya mesleği terk etmekte ya da okul değiştirmektedir. Öğretmenlerin meslekten ayrılması veya okul değiştirme kararlarının en önemli bilişsel öncüllerinden biri işten ayrılma niyetidir. Bu çalışmada öğretmenlerin mesleği bırakma niyeti ve okul değiştirme niyetini belirleyebilecek ölçekleri Türkçeye uyarlamak amaçlanmıştır. Bu uyarlamada, geçerlik ve güvenirlik analizleri Öğretmenlik Mesleğini Bırakma Niyeti Ölçeğinin ölçek maddelerinin faktör yükleri .88 ile .92 arasında değiştiği, ölçeğin madde toplam test korelasyonlarının r=.74 ile r=.81 arasında değerler aldığı, iç tutarlılık katsayısının .89, iki yarı güvenirliğinin ise .87 olduğu belirlenmiştir. Ölçeğin 3 madde ve tek boyuttan oluşan faktör yapısının doğrulanması amacıyla oluşturulan ölçme modeli serbestlik derecesi=0 ile doymuş bir modeldir. Öğretmenlerin Okul Değiştirme Niyeti Ölçeğinin faktör yükleri .94 ile .96 arasında değiştiği, madde toplam test korelasyonlarının r=.87 ile r=.91 arasında değerler aldığı, iç tutarlılık katsayısının .95, iki yarı güvenirliğinin ise .88 olduğu belirlenmiştir. Ölçeğin 3 madde ve tek boyuttan oluşan faktör yapısının doğrulanması amacıyla oluşturulan ölçme modeli serbestlik derecesi=0 ile doymuş bir modeldir. Sonuç olarak her iki ölçeğin de Türkçe formunun öğretmenlerin mesleği bırakma ve okul değiştirme niyetlerini ölçebilecek psikometrik özelliklere sahip olduğunu gözlenmiştir. İki ölçek de kolay uygulanabilir, puanlanabilir ve güvenilir ölçme araçları olarak alanyazına sunulmuştur. Uyarlanan ölçekler eğitim, okul kültürü, öğretmen/okul verimliliği, örgüt ve yönetim çalışmalarında kullanılabilir.
Keywords
Abstract
Every year thousands of teachers either leave the teaching profession or move to different schools. One of the most important cognitive antecedents of turnover decision, either as leaving the profession or move to another school, is intent to leave. In this study it was aimed to adapt two scales, measuring teachers’ intent to leave the profession and intent to move to another school, into Turkish. In this adaptation study, validity and reliability analysis showed that factor loads of the items in Teachers’ Intent to Leave the Profession Scale ranged between .88 and .92; total item corelations were between r=.74 and r=.81; internal consistency coefficient was .89, and split-half reliability was .87. Measurement model developed to confirm the 3-item single factor structure of the scale was a saturated model with a ‘0’ degree of freedom. Factor loads of the items in Teachers’ Intent to Move to Another School Scale ranged between .94 and .96; total item corelations were between r=.87 and r=.91; internal consistency coefficient was .95, and split-half reliability was .88. Measurement model developed to confirm the 3-item single factor structure of this scale was also a saturated model with a ‘0’ degree of freedom. In conclusion, it was observed that the Turkish form of both scales had the psychometric qualities to measure teachers’ intent to leave the profession or move to another school. In this study, two relaible and valid scales, easy to apply and score were offered to the use of researchers and practitioners. The scales can be used in the field of education, school culture, teacher/school efficiency, organization and management studies.
Keywords
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