Okul yöneticilerinin özel eğitime yönelik tutumları: Bir ölçek geliştirme çalışması
Küçük Resim Yok
Tarih
2025
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, genel eğitim okullarında görev yapan okul yöneticilerinin özel eğitime yönelik tutumlarını ölçmeye yönelik geçerli ve güvenilir bir ölçek geliştirmektir. Araştırma betimsel tarama modelinde desenlenmiş, geçerlik ve güvenirlik analizleri iki ayrı örneklem grubuyla gerçekleştirilmiştir. Birinci örneklem grubunu oluşturan 163 okul yöneticisinden elde edilen verilerle Açımlayıcı Faktör Analizi (AFA) yapılmıştır. AFA sonucunda, ölçek üç faktörlü bir yapı sergilemiş ve toplam varyansın %69,229'unu açıklamıştır. Madde analizleri sonucunda üç madde çıkarılarak ölçek 23 maddeyle sonlandırılmıştır. Faktör yükleri ,447 ile ,941 arasında değişmiş, madde-test korelasyonlarının ,30'un üzerinde olduğu görülmüştür. Güvenirlik analizleri kapsamında Cronbach's Alfa ve McDonald's Omega katsayıları hem alt boyutlar hem de genel ölçek düzeyinde ,85'in üzerinde bulunmuştur. İkinci örneklem grubundan (n = 224) elde edilen verilerle Doğrulayıcı Faktör Analizi (DFA) gerçekleştirilmiş, üç faktörlü yapı doğrulanmıştır. Model uyum indeksleri büyük ölçüde kabul edilebilir düzeydedir (CFI = ,915, RMSEA = ,078). İkinci düzey DFA sonucunda ise yönetsel tutumlar, duygusal tutumlar ve davranışsal tutumlar alt boyutlarının "Genel Tutumlar" adlı tek bir üst faktör altında toplandığı görülmüştür. Elde edilen bulgular doğrultusunda geliştirilen "Okul Yöneticilerinin Özel Eğitime Yönelik Tutumları Ölçeği", özel eğitim bağlamında yönetsel tutumları ölçmede geçerli, güvenilir ve teorik temellere dayanan bir araç olarak ortaya konmuştur. Bu ölçek, hem alt boyut düzeyinde analizler yapmak hem de okul yöneticilerinin özel eğitime yönelik genel tutum profillerini değerlendirmek amacıyla kullanılabilir.
The purpose of this study is to develop a valid and reliable scale to measure the attitudes of school administrators working in general education schools towards special education. The research was designed using a descriptive survey model, and validity and reliability analyses were conducted with two separate sample groups. Exploratory Factor Analysis (EFA) was performed on data obtained from the first sample group, consisting of 163 school administrators. As a result of the EFA, the scale exhibited a three-factor structure explaining 69.229% of the total variance. Following item analyses, three items were removed, and the scale was finalized with 23 items. Factor loadings ranged between .447 and .941, and item-total correlations were found to be above .30. Within the scope of reliability analyses, both Cronbach's Alpha and McDonald's Omega coefficients were above .85 for the sub-dimensions as well as for the overall scale. Confirmatory Factor Analysis (CFA) was conducted using data from the second sample group (n = 224), and the three-factor structure was confirmed. Model fit indices were largely acceptable (CFI = .915, RMSEA = .078). In the second-order CFA, it was observed that the sub-dimensions of managerial attitudes, emotional attitudes, and behavioral attitudes were grouped under a single higher-order factor named "General Attitudes." Based on the findings obtained, the developed "School Administrators' Attitudes Towards Special Education Scale" has been introduced as a valid, reliable, and theoretically grounded instrument for measuring managerial attitudes in the context of special education. This scale can be used both for conducting analyses at the sub-dimension level and for evaluating the general attitude profiles of school administrators towards special education.
The purpose of this study is to develop a valid and reliable scale to measure the attitudes of school administrators working in general education schools towards special education. The research was designed using a descriptive survey model, and validity and reliability analyses were conducted with two separate sample groups. Exploratory Factor Analysis (EFA) was performed on data obtained from the first sample group, consisting of 163 school administrators. As a result of the EFA, the scale exhibited a three-factor structure explaining 69.229% of the total variance. Following item analyses, three items were removed, and the scale was finalized with 23 items. Factor loadings ranged between .447 and .941, and item-total correlations were found to be above .30. Within the scope of reliability analyses, both Cronbach's Alpha and McDonald's Omega coefficients were above .85 for the sub-dimensions as well as for the overall scale. Confirmatory Factor Analysis (CFA) was conducted using data from the second sample group (n = 224), and the three-factor structure was confirmed. Model fit indices were largely acceptable (CFI = .915, RMSEA = .078). In the second-order CFA, it was observed that the sub-dimensions of managerial attitudes, emotional attitudes, and behavioral attitudes were grouped under a single higher-order factor named "General Attitudes." Based on the findings obtained, the developed "School Administrators' Attitudes Towards Special Education Scale" has been introduced as a valid, reliable, and theoretically grounded instrument for measuring managerial attitudes in the context of special education. This scale can be used both for conducting analyses at the sub-dimension level and for evaluating the general attitude profiles of school administrators towards special education.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
