Distance education evaluation scale: Teacher dimension

Abstract

The aim of this study is to develop a scale for teachers’ evaluation of the distance education process and to examine teachers’ evaluations of distance education according to the variables of gender and occupational seniority with the measurement tool. The sampling of the research consists of 616 secondary school teachers who work in a large city in the south of Turkey, selected by cluster sampling method. In the analysis of the data, respectively; exploratory and confirmatory factor analysis, Cronbach’s alpha analysis, and Guttman split half value were used. According to exploratory factor analysis applied to establish the construct validity of the scale in question, it was found that the scale explained 66% of the total variance. As a result of confirmatory factor analysis of the obtained structure, it was concluded that the scale had an acceptable model. When the reliability values of the scale were calculated, the Cronbach’s alpha value was determined as .94. As a result, when teachers’ evaluations of distance education are considered, a valid and reliable measurement tool in five-point Likert type consisting of 20 items consisting of “learning environment”, “personality”, and “limitation” sub-factors has been developed.