Safe Learning Environment Perception Scale (SLEPS): A Validity and Reliability Study

Abstract

The purpose of this study was to develop and cross-validate a measurement scale on students' perception of a psychologically safe learning environment in the Turkish context. Primarily, the scale items underwent two rounds of expert review. Then, a series of item elimination or revisions were performed to improve their relevance to the content domain and their comprehensibility for the target group according to the CVI and modified kappa statistics. The results yielded a strong content validity and clarity of the items. Then, the exploratory factor analysis and parallel analysis were performed based on the data from 556 secondary school students (grade 5-8), which suggested a three-factor solution. The KMO was 0.942 > 0.50 with significant Bartlett test values, x 2 (496) = 8295.592, p < 0.001 and the explained total variance was 50.622 %. Each item had a factor loading of > 0.58 with > 0.40 common correlations. To validate this structure, confirmatory factor analysis was conducted based on the data from a different group of students (N = 339). The goodness of fit indices, factor loadings, and the t statistics supported a good-fitting measurement model, x 2 (N = 339) = 925.29, df = 461, p < 0.001; x 2 /df = 2, NFI = 0.94, NNFI = 0.97, CFI = 0.97, SRMR = 0.069, RMSEA = 0.055. The convergent and discriminant validity were also supported. In general, the SLEPS has potential applicability both at the lower and upper secondary schools (public and private) and at the educational centers for the gifted.

Creating and leading a learning environment in diverse Foundation Phase classrooms in a South African school

“…Schools leaders ensured that their schools were well guarded and protected against school violence or criminal activities by employing security services. Teachers were delighted to be working in a safe environment, thus concentrating on ensuring an environment conducive to teaching and learning (Haidari & Karakus, 2019). Both school leaders and teachers identified the 'place' domain of an invitational learning environment as extremely important.…”

Teachers’ perceptions in creating an invitational learning environment in culturally diverse Foundation Phase classrooms

“…It was noted that children began to understand and appreciate cultural differences in their classes. Establishment of healthy relationships and positive social interactions in the classroom can be the main prerequisites to start forging an inviting atmosphere (Haidari & Karakus, 2019).…”

“…This is an environment where they are safe and secure to venture and learn. According to Haidari and Karakus (2019), young learners are sensitive to negative and extreme behaviours, which can easily result in distraction, a sense of fear and unlearning.…”

“…The teachers helped promote these values by sharing the responsibilities of classroom jobs and allowing learners equal opportunities. An invitational learning environment must be ready to ease classroom pressure and allow learners to become educated as worthy members of society (Haidari & Karakus, 2019). All teachers agreed that creating a safe space in the classroom where learners' identity and individuality are valued and nourished, is essential in enforcing learners' connectedness to the learning environment.…”

Reflection of the Test-Item Quality in State SMP and SMA in Bandar Lampung

“…Many studies have been conducted on the quality of assessment (Çanakkale, et al 2013;Büyükkarcı, 2014;Patnaik, et al 2015;Ibili, et al 2019;Gokdas, et al 2019;Haidari, et al 2019, Astawa, et al 2017, but few studies, if any, have been conducted pertaining to the quality of test items, key answers, and distractors used for mid semester, and final semester as well as national examination for SMP and SMA. The current study tried to deal with the unresolved issues.…”