REASSESING THE PSYCHOMETRIC PROPERTIES OF THE TURKISH VERSION OF ENABLING SCHOOL STRUCTURE SCALE

Basit Öğe Kaydı
dc.authoridÖzer, Niyazi/0000-0001-7745-6645
dc.authoridDönmez, Burhanettin/0000-0002-1175-8744
dc.authorwosidÖzer, Niyazi/C-6402-2013
dc.authorwosidDönmez, Burhanettin/AAC-2942-2021
dc.contributor.authorOzer, Niyazi
dc.contributor.authorDonmez, Burhanettin
dc.date.accessioned2024-08-04T21:00:58Z
dc.date.available2024-08-04T21:00:58Z
dc.date.issued2013
dc.departmentİnönü Üniversitesien_US
dc.description.abstractThe 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.en_US
dc.identifier.endpage67en_US
dc.identifier.issn2148-239X
dc.identifier.issue4en_US
dc.identifier.startpage57en_US
dc.identifier.urihttps://hdl.handle.net/11616/103989
dc.identifier.volume3en_US
dc.identifier.wosWOS:000420765500005en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.language.isotren_US
dc.publisherPegem Akad Yayincilik Egitim Danismanlik Hizmetleri Tic Ltd Stien_US
dc.relation.ispartofPegem Egitim Ve Ogretim Dergisien_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectBureaucracyen_US
dc.subjectbureaucratic structureen_US
dc.subjectprimary schoolsen_US
dc.subjectscale adaptationen_US
dc.titleREASSESING THE PSYCHOMETRIC PROPERTIES OF THE TURKISH VERSION OF ENABLING SCHOOL STRUCTURE SCALEen_US
dc.typeArticleen_US

Dosyalar

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu