REASSESING THE PSYCHOMETRIC PROPERTIES OF THE TURKISH VERSION OF ENABLING SCHOOL STRUCTURE SCALE
Küçük Resim Yok
Tarih
2013
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Pegem Akad Yayincilik Egitim Danismanlik Hizmetleri Tic Ltd Sti
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
The purpose of this research is to investigate the psychometric properties of the Enabling School Structure Scale (ESS) that aims to measure the degree to which school structure is enabling or coercive, and also to conduct reliability and validity studies of the scale. Participants of the study consisted of 1018 teachers working in 75 different primary schools located in Malatya province during 2009-2010 semester. For validity studies, exploratory and confirmatory factor analyses were carried out, and also corrected item-total correlations were estimated. For reliability studies, Cronbach Alpha and test-retest correlation coefficients were estimated. Results obtained from the reliability and validity studies showed that on the contrary to original form of ESS, Turkish form consisted of two distinct factors, enabling bureaucracy and coercive bureaucracy respectively. While factor loading of the items in enabling bureaucracy range between .557 and .832, factor loadings of items in coercive bureaucracy range between .485 and .785. It was also found that this 12 itemed two-factor solution explained approximately a total of 51% of the total variance. Estimated Cronbach alpha coefficients were .806 for enabling bureaucracy sub-scale and .774 for coercive bureaucracy sub-scale. Consequently it can be asserted that Turkish form of the ESS scale should be used with two factor structure not one single structure.
Açıklama
Anahtar Kelimeler
Bureaucracy, bureaucratic structure, primary schools, scale adaptation
Kaynak
Pegem Egitim Ve Ogretim Dergisi
WoS Q Değeri
N/A
Scopus Q Değeri
Cilt
3
Sayı
4
