Hata Yönetimi Kültürü Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışmaları

Abstract

In this study, the error management culture scale (EMC-S) was developed. The sample of the research consists of 636 teachers in the city center of Elazığ. Lawshe technique was used by taking expert opinions to ensure the scope and face validity and exploratory and confirmatory factor analyzes were performed to ensure construct validity. In the first stage, a draft version of the scale was developed by employing the Lawshe technique. In the second stage, exploratory factor analysis (EFA) was performed with the participation of three hundred twelve teachers. Before the analysis, the data was screened to determine whether the data were appropriate for factor analysis. The results of the EFA confirmed that the scale has sixteen items with four factors. The factors were entitled as error sharing (five items), error competence (five items), error avoidance (three items), and response to error (three items). In the third stage, confirmatory factor analysis (CFA) was conducted with three hundred twenty four different participants. The results revealed proof of recommended agreement (CFI=.945, NFI=.958, GFI=.927, SRMR=.051, RMSEA=.058). In addition, reliability of the scale was calculated. The reliability coefficient values for factors and the scale was over .782, which proved that the scale is highly reliable.

Error management culture in schools and its relationship with teachers psychological withdrawal behaviors

“…However, the lowest error management culture in terms of the school level is found in upper secondary schools. Contrary to this study, Nanto (2021) states that there is a higher error management culture in primary schools.…”

“…As a result of this culture, teachers either put forth more effort or withdraw. In the study of Nanto (2021), which he conducted with primary and lower secondary school teachers, a positive relationship was found between error management culture, organizational creativity, and work engagement. On the other hand, primary school administrators, claim that while errors sometimes lead to learning at school, they typically cause negative consequences such as a negative climate, a decrease in education quality, loss of labor and time, and punishment (Akuzum & Ozmen, 2013).…”

“…Also, the authors found that organizational learning climate has a significant relationship between school principals' innovative behaviors and teachers' withdrawal behaviors. In summary, these studies (Da'as et al, 2020;Gokturk et al, 2017;Nanto, 2021;Shapira-Lishchinsky, 2012) have revealed the importance of error management culture for teachers to put forth more effort in issues such as organizational learning, innovation, more effective education process. However, both teachers' perceptions of error management culture and withdrawal behaviors differ from primary to upper secondary school.…”