Developing A Scale For Determining Teachers' Levels of Professional Satisfaction (TPSS)

İbrahim Halil Yurdakal; Mehmet Emin Aktaş

Makale detayları

Developing A Scale For Determining Teachers' Levels of Professional Satisfaction (TPSS)

Yazarlar:

İbrahim Halil Yurdakal | Mehmet Emin Aktaş

Yayıncı:

Gazi University

Ana Başlıklar:

Ölçek Geliştirme

Dergi:

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Vol.44 Issue 1, pp.567-599

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001316942

pISSN:

1301-9058

Anahtar kelimeler:

Özet:

 In this study, it was aimed to develop a reliable and valid measurement tool in order to determine the professional satisfaction levels of teachers. In this context, items were created by examining the literature and a draft measurement tool was created by taking expert opinions. Data were collected by applying the draft measurement tool to 525 teachers with an online form. The collected data were divided into two as 300-225 and EFA and CFA analyzes were made based on different samples. Missing data in the data set were completed, KMO analysis was performed to determine sample adequacy, and forms that increased the range were removed from the data set with mahalanobis analysis. Spearman-Brown and Guttman Split-Half, Anova Tukeys Nonadditivity, Hotellings T-Squared and Intraclass Correlation Coefficient analyzes were used to determine reliability. After the EFA and reliability analysis, CFA was performed, the model was validated, and the fit indices were found to be sufficient. As a result of the analysis, the KMO value of the scale was 0.91; Cronbachs Alpha value is 0.87; Spearman-Brown correlation value of 0.85; Guttman Split-Half value 0.84; Anova Tukeys Nonadditivity .000, Hotellings T-Squared .000 and Intraclass Correlation Coefficient value .000. It is seen that the first dimension explains 36.16 of the variance of the scale, the second dimension 13.37, and the last sub-dimension 5.00. The factor-item load values of the items in the first dimension are between 0.92 and 0.50; The factor loading values of the items in the second dimension vary between 0.82 and 0.37, and the load values of the items in the third dimension vary between 0.57 and 0.44. The total variance explained by the three factors is 54.53. The IFI value after confirmatory factor analysis was 0.91; NFI 0.84; CFI 0.91; REMSEA was determined as 0.06 and X2sd value was determined as 2.01. The final version of the scale consists of three dimensions and 32 items. Considering the nature of the items it contains, the first sub-dimension is personal characteristics; The second sub-dimension was named professional characteristics and the third sub-dimension was named managerial characteristics.

 In this study, it was aimed to develop a reliable and valid measurement tool in order to determine the professional satisfaction levels of teachers. In this context, items were created by examining the literature and a draft measurement tool was created by taking expert opinions. Data were collected by applying the draft measurement tool to 525 teachers with an online form. The collected data were divided into two as 300-225 and EFA and CFA analyzes were made based on different samples. Missing data in the data set were completed, KMO analysis was performed to determine sample adequacy, and forms that increased the range were removed from the data set with mahalanobis analysis. Spearman-Brown and Guttman Split-Half, Anova Tukeys Nonadditivity, Hotellings T-Squared and Intraclass Correlation Coefficient analyzes were used to determine reliability. After the EFA and reliability analysis, CFA was performed, the model was validated, and the fit indices were found to be sufficient. As a result of the analysis, the KMO value of the scale was 0.91; Cronbachs Alpha value is 0.87; Spearman-Brown correlation value of 0.85; Guttman Split-Half value 0.84; Anova Tukeys Nonadditivity .000, Hotellings T-Squared .000 and Intraclass Correlation Coefficient value .000. It is seen that the first dimension explains 36.16 of the variance of the scale, the second dimension 13.37, and the last sub-dimension 5.00. The factor-item load values of the items in the first dimension are between 0.92 and 0.50; The factor loading values of the items in the second dimension vary between 0.82 and 0.37, and the load values of the items in the third dimension vary between 0.57 and 0.44. The total variance explained by the three factors is 54.53. The IFI value after confirmatory factor analysis was 0.91; NFI 0.84; CFI 0.91; REMSEA was determined as 0.06 and X2sd value was determined as 2.01. The final version of the scale consists of three dimensions and 32 items. Considering the nature of the items it contains, the first sub-dimension is personal characteristics; The second sub-dimension was named professional characteristics and the third sub-dimension was named managerial characteristics.

 In this study, it was aimed to develop a reliable and valid measurement tool in order to determine the professional satisfaction levels of teachers. In this context, items were created by examining the literature and a draft measurement tool was created by taking expert opinions. Data were collected by applying the draft measurement tool to 525 teachers with an online form. The collected data were divided into two as 300-225 and EFA and CFA analyzes were made based on different samples. Missing data in the data set were completed, KMO analysis was performed to determine sample adequacy, and forms that increased the range were removed from the data set with mahalanobis analysis. Spearman-Brown and Guttman Split-Half, Anova Tukeys Nonadditivity, Hotellings T-Squared and Intraclass Correlation Coefficient analyzes were used to determine reliability. After the EFA and reliability analysis, CFA was performed, the model was validated, and the fit indices were found to be sufficient. As a result of the analysis, the KMO value of the scale was 0.91; Cronbachs Alpha value is 0.87; Spearman-Brown correlation value of 0.85; Guttman Split-Half value 0.84; Anova Tukeys Nonadditivity .000, Hotellings T-Squared .000 and Intraclass Correlation Coefficient value .000. It is seen that the first dimension explains 36.16 of the variance of the scale, the second dimension 13.37, and the last sub-dimension 5.00. The factor-item load values of the items in the first dimension are between 0.92 and 0.50; The factor loading values of the items in the second dimension vary between 0.82 and 0.37, and the load values of the items in the third dimension vary between 0.57 and 0.44. The total variance explained by the three factors is 54.53. The IFI value after confirmatory factor analysis was 0.91; NFI 0.84; CFI 0.91; REMSEA was determined as 0.06 and X2sd value was determined as 2.01. The final version of the scale consists of three dimensions and 32 items. Considering the nature of the items it contains, the first sub-dimension is personal characteristics; The second sub-dimension was named professional characteristics and the third sub-dimension was named managerial characteristics.

 Bu araştırmada öğretmenlerin mesleki tatmin düzeylerini tespit etmek amacıyla güvenilir ve geçerli bir ölçme aracı geliştirmek hedeflenmiştir. Bu kapsamda alan yazın incelenerek maddeler oluşturulmuş ve uzman görüşleri alınarak taslak ölçme aracı oluşturulmuştur. Taslak ölçme aracı 525 öğretmene çevrimiçi form ile uygulanarak veriler toplanmıştır. Toplanan veriler 300-225 şeklinde ikiye bölünerek açımlayıcı faktör analizi ve doğrulayıcı faktör analizi farklı örneklem baz alınarak yapılmıştır. Veri setinde eksik veriler tamamlanmış, örneklem yeterliliği tespiti için KMO analizi yapılmış ve mahalanobis analizi ile ranjı artıran formlar veri setinden çıkarılmıştır. Ölçme aracının güvenirliği kapsamında Spearman-Brown ve Guttman Split-Half, Anova Tukeys Nonadditivity, Hotellings T-Squared ve Intraclass Correlation Coefficient analizleri yapılmıştır. AFA Açımlayıcı Faktör Analizi ve güvenirlik analizleri sonrası DFA Doğrulayıcı Faktör Analizi yapılmış olup model doğrulanmış olup uyum indekslerinin yeterli düzeyde olduğu görülmüştür. Analizler sonucunda ölçeğin KMO değeri 0.91; Cronbachs Alpha değeri 0,87; Spearman-Brown korelasyon değeri 0.85; Guttman Split-Half değeri 0,84; Anova Tukeys Nonadditivity ,000, Hotellings T-Squared ,000 ve Intraclass Correlation Coefficient değeri ,000 bulunmuştur. İlk boyut ölçeğin varyansının 36.16sını, ikinci boyut 13.37sini, son alt boyutun ise 5.00ini açıkladığı görülmektedir. Birinci boyutta yer alan maddelerin faktör madde yük değerleri 0.92 ile 0.50 arasında; ikinci boyutta yer alan maddelerin faktör yük değerleri ise 0.82 ile 0.37 arasında, üçüncü boyutta yer alan maddelerin yük değerleri ise 0.57 ile 0.44 arasında değişmektedir. Üç faktörün toplam açıkladığı varyans değeri ise 54.53tür. Doğrulayıcı faktör analizi sonrası IFI değeri 0.91; NFI 0.84; CFI 0.91; REMSEA 0.06 ve X2sd değeri 2.01 olarak belirlenmiştir. Ölçek son hali ile üç boyut ve 32 maddeden oluşmaktadır. İçerdiği maddelerin niteliği göz önüne alınarak birinci alt boyuta kişisel özellikler; ikinci alt boyuta mesleki özellikler, üçüncü alt boyuta ise yönetimsel özellikler adlandırılması yapılmıştır.

Makale detayları

Developing A Scale For Determining Teachers' Levels of Professional Satisfaction (TPSS)

Yazarlar:

İbrahim Halil Yurdakal | Mehmet Emin Aktaş

Yayıncı:

Gazi University

Ana Başlıklar:

Ölçek Geliştirme

Dergi:

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Vol.44 Issue 1, pp.567-599

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001316942

pISSN:

1301-9058

Teacher

Professional satisfaction

Validity

Reliability

Exploratory factor analysis

Confirmatory factor analysisÖğretmen

Mesleki tatmin

Geçerlik

Güvenirlik

Açımlayıcı faktör analizi

Doğrulayıcı faktör analizi

Sayı

Makale detayları

Yazarlar: İbrahim Halil Yurdakal | Mehmet Emin Aktaş

Yayıncı: Gazi University

Ana Başlıklar: Ölçek Geliştirme

Dergi: Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Vol.44 Issue 1, pp.567-599

Belge Tipi: Makale

Yayın Tarihi: 4/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001316942

pISSN: 1301-9058

Sayı

Yazarlar:

İbrahim Halil Yurdakal | Mehmet Emin Aktaş

Yayıncı:

Gazi University

Ana Başlıklar:

Ölçek Geliştirme

Dergi:

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Vol.44 Issue 1, pp.567-599

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001316942

pISSN:

1301-9058