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Abstract

Learner-centered approaches suggest that students have an active role in their learning process. Power-Sharing in the classroom environment refers to allowing students to contribute to the learning-teaching process in order to gain positive learning outcomes (Boomer, Lester, Onore, ve Cook, 1994). Power-sharing in classroom environment enables them to take learning responsibility and make decisions about content and teaching methods relevant to their needs and interests. This study aims to examine the validity and reliability of the classroom power-sharing scale. The participants included 185 students (98 females, 87 males). Exploratory factor analysis was conducted to determine the construct validity of the scale. Variance explained was 59% for the 26-item scale. The factors of the scale are content, classroom rules, learning process, activities, roles and assessment. Internal consistency method was used to estimate the reliability of the scale. Cronbach alpha coefficient was estimated as .89. As a result, the classroom powersharing scale can be used to determine power-sharing in classroom. It can be recommended to examine predictors and outcomes of power-sharing.