In this study it is aimed to develop a measurement tool to determine the attitudes of foreign language teacher candidates towards a second foreign language. The item pool was prepared by literature review and teacher candidates' views and finalized by taking expert opinions. The 61 item preliminary form was applied to 504 teacher candidates studying in different grades of Foreign Language Teaching Departments of Gazi University Gazi Faculty of Education in 2018-2019 academic year Spring semester. Analyses towards determining the psychometric features of the scale were made on the data set obtained from the application. The data set was applied first Exploratory Factor Analysis (EFA) for construct validity and then Confirmatory Factor Analysis (CFA). The exploratory and confirmatory analyses were made on two groups by dividing the total student number into two. EFA was conducted on the first group (n1=252) whereas CFA was conducted on the second group (n2=252). At the end of exploratory factor analysis, the scale was observed to consist of 43 items and 3 subdimensions. The sub-dimensions were named according to the judgments the scale items reflected as "positive belief towards learning a second foreign language", "resistance to learning a second foreign language" and "attaching importance to learning a second foreign language". The three factor structure about the scale explains the 49.72% of the total variance. At the end of the reliability analysis Cronbach alpha reliability coefficient for the overall scale is .95, for sub-dimensions respectively as .95 and .90 and .76. The model fit indices for the scale at the end of the confirmatory factor analysis are determined as RMSEA, .076; χ2/df=2.4; SRMR=.81; NFI=.94; NNFI=.96; IFI=96; CFI=.96; RFI=94. Values obtained from confirmatory factor analysis are in acceptable reference range and shows that 3 factor scale construct is validated.
In this study, the training needs of teachers regarding the ethical use of information technologies were examined. The training needs levels of teachers and the significant differentiations of training needs according to gender, teaching level, professional seniority, branch, and education degree were investigated. In this study, the discrepancy view approach and normative need type were used. The data were collected via "The Scale of Ethical Use of Information Technologies in Education" developed by Baysan and Çetin (2019). The survey method was applied. The research was carried out with 745 teachers working in public schools in Afyonkarahisar, Turkey. The sample group was determined by stratification method and simple random sampling method. Schools were stratified as primary school, secondary school, divinity secondary school and high school. A certain number of schools from each stratum were determined by lot, and it was aimed to reach all teachers in the specified schools. More than half of the participants were female with a rate of 55.5%. Data were collected from teachers working in five different main branches. According to the results, 22.8% of teachers need ethical training in the Stalking sub-dimension, 14.5% in the Communication sub-dimension, and 9.4% in the Confidence and Material sub-dimension. In the Privacy and Accessibility sub-dimensions, nearly 1% of teachers need ethical training. Regarding the ethical use of information technologies, there were significant differences in some sub-dimensions according to some independent variables. Results show that teachers need less ethical training than expected.
Bu araştırmada, öğretmenlerin beceri öğretimi yeterlik algılarını belirlemeyi sağlayacak psikometrik özelliklere sahip bir ölçme aracının geliştirilmesi amaçlanmıştır. Alanyazın taranarak belirlenen ölçek geliştirme aşamaları takip edilerek 80 maddelik taslak bir ölçek formu oluşturulmuştur. Düzenlenen taslak form 2019-2020 eğitim öğretim yılının bahar döneminde Kırıkkale ilinde, devlet okullarında görev yapan 590 öğretmenden oluşan bir araştırma grubunda uygulanmıştır. Uygulama sonrasında Açımlayıcı Faktör Analizi (AFA) ve Doğrulayıcı Faktör Analizi (DFA) yapılmıştır. AFA neticesinde ölçeğin 32 madde ve beş alt boyuttan oluştuğu sonucuna varılmıştır. Ölçeğin geneli için Cronbach Alpha güvenirlik katsayısı ölçek geneli için 0,950'dir. İş birliği alt boyutu için güvenirlik düzeyi 0,917; iletişim alt boyutu için güvenirlik düzeyi 0,886; yaratıcılık alt boyutu için güvenirlik düzeyi 0,891; problem çözme alt boyutu için güvenirlik düzeyi 0,730; eleştirel düşünme alt boyutu için güvenirlik düzeyi 0,816'dır. Bunun yanında doğrulayıcı faktör analizi (DFA) sonucunda uyum indeksleri bağlamında ölçeğin uygun olduğu saptanmıştır (RMSEA, .
The goal of this study was to create a measurement tool to determine primary school teachers' tendency to direct students to critical thinking. Based on this purpose, first of all, the literature on the subject was scanned and the opinions of teachers were consulted. At the end of this process, an item pool consisting of 55 items was created. The scale items in the item pool were submitted to expert opinion for content validity. The items, which were arranged in line with the opinions of the experts, were transformed into a scale form with a five-point Likert-style option scale. The scale was applied to 500 primary school teachers working in the primary schools of the Ministry of National Education in Altındağ and Mamak, which are the central districts of Ankara, in the 2020-2021 academic year. Since EFA and CFA were planned in the research, the study group was divided into two. Accordingly, it was carried out on the data of EFA study group 1 and CFA study group 2. Study group (1) consists of 250 persons, and study group (2) consists of 250 persons. As a result of the exploratory factor analysis (EFA) applied for construct validity, it was observed that the scale had a one-dimensional structure consisting of 51 items. The total amount of variance explained by the single factor structure is 41,596%. The results of the independent samples t-test, which were used to determine the distinctiveness of each item on the scale, were significant (p≤.01). On the other hand, it was observed that the confirmatory factor analysis values of the scale were in accordance with the reference values accepted as criterion values for model data fit. The scale's Cronbach alpha reliability coefficient was found to be .97. It can be said that the results of the validity and reliability analysis obtained prove that the scale has the necessary psychometric properties.
In this study, it is aimed to develop a measurement tool to determine teachers' professional value-oriented living tendencies. By scanning the literature, the scale development stages were followed and a draft scale form with 50 items was created. The prepared draft form was applied to 25 teachers as a preliminary test and then rearranged in line with expert opinions. The prepared form was applied to a research group consisting of 1130 teachers working in public schools (primary school, secondary school and high school) in the central districts of Ankara in the spring term of the 2020-2021 academic year. Study Group 1 data were used to determine the validity and reliability of the scale, and Study Group 2 data were used for CFA. EFA was applied to the data obtained from 300 teachers, called Study Group 1, within the scope of validity and reliability study. In the second stage, Confirmatory Factor Analysis (CFA) was conducted on the data obtained from 875 teachers, called Study Group 2, in order to verify the factor structure of the scale in another sample. As a result of the exploratory factor analysis, it was determined that the scale had a three-factor structure. The Cronbach Alpha internal consistency coefficient was 0.98 for the overall scale, 0.96 for the 1st sub-factor, 0.77 for the 2nd sub-factor, and 0.86 for the 3rd sub-factor. As a result of confirmatory factor analysis, the RMSEA value was found to be 0.049. In addition, the GFI, AGFI, CFI, NFI and NNFI values, which are expressed as goodness fit indices, are found to be 0.99, which is very close to 1, which shows that good fit values are obtained. As a result of the analyzes made, a 33-item scale form with the necessary measurement reliability was developed to serve to measure the professional value-oriented life tendencies of teachers.
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