Development of the Perceived Environmental Uncertainty Scale in Schools

Filiz Tanrısevdi; Bertan Akyol

Makale detayları

Development of the Perceived Environmental Uncertainty Scale in Schools

Yazarlar:

Filiz Tanrısevdi | Bertan Akyol

Yayıncı:

Gazi University

Ana Başlıklar:

Eğitim Yönetimi

Dergi:

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Vol.45 Issue 1, pp.315-346

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001347378

pISSN:

1301-9058

Anahtar kelimeler:

Özet:

 The aim of this research is to develop a valid and reliable Perceived Environmental Uncertainty Scale in Schools that reflects the opinions of teachers. The phenomenon of perceived environmental uncertainty is addressed within the framework of Millikens 1987 three-dimensional model: state uncertainty, effect uncertainty, and response uncertainty. During the scale development process, evidence was gathered based on content validity, construct validity, and reliability analyses. Exploratory Factor Analysis EFA was conducted with a sample of 337 teachers, and Confirmatory Factor Analysis CFA was conducted with a different sample of 272 teachers. The factors obtained through EFA were identified as state uncertainty, effect uncertainty, and response uncertainty, in line with the theoretical structure. The factor structure was then confirmed by CFA. To assess the internal consistency of the scale, Cronbachs alpha coefficients were calculated for both EFA and CFA groups, and item-total correlations were analyzed to examine item discrimination. The findings provided strong evidence that the PEUSS is a valid and reliable instrument for measuring perceived environmental uncertainty in schools.

 The aim of this research is to develop a valid and reliable Perceived Environmental Uncertainty Scale in Schools that reflects the opinions of teachers. The phenomenon of perceived environmental uncertainty is addressed within the framework of Millikens 1987 three-dimensional model: state uncertainty, effect uncertainty, and response uncertainty. During the scale development process, evidence was gathered based on content validity, construct validity, and reliability analyses. Exploratory Factor Analysis EFA was conducted with a sample of 337 teachers, and Confirmatory Factor Analysis CFA was conducted with a different sample of 272 teachers. The factors obtained through EFA were identified as state uncertainty, effect uncertainty, and response uncertainty, in line with the theoretical structure. The factor structure was then confirmed by CFA. To assess the internal consistency of the scale, Cronbachs alpha coefficients were calculated for both EFA and CFA groups, and item-total correlations were analyzed to examine item discrimination. The findings provided strong evidence that the PEUSS is a valid and reliable instrument for measuring perceived environmental uncertainty in schools.

 The aim of this research is to develop a valid and reliable Perceived Environmental Uncertainty Scale in Schools that reflects the opinions of teachers. The phenomenon of perceived environmental uncertainty is addressed within the framework of Millikens 1987 three-dimensional model: state uncertainty, effect uncertainty, and response uncertainty. During the scale development process, evidence was gathered based on content validity, construct validity, and reliability analyses. Exploratory Factor Analysis EFA was conducted with a sample of 337 teachers, and Confirmatory Factor Analysis CFA was conducted with a different sample of 272 teachers. The factors obtained through EFA were identified as state uncertainty, effect uncertainty, and response uncertainty, in line with the theoretical structure. The factor structure was then confirmed by CFA. To assess the internal consistency of the scale, Cronbachs alpha coefficients were calculated for both EFA and CFA groups, and item-total correlations were analyzed to examine item discrimination. The findings provided strong evidence that the PEUSS is a valid and reliable instrument for measuring perceived environmental uncertainty in schools.

 Bu araştırmanın amacı öğretmenlerin görüşlerini yansıtan, geçerli ve güvenilir bir Okullarda Algılanan Çevresel Belirsizlik Ölçeği OAÇBÖ geliştirmektir. Araştırmada algılanan çevresel belirsizlik olgusu Millikenin 1987 algılanan çevresel belirsizlik boyutları bağlamında ele alınmıştır. Ölçek geliştirme sürecinde kapsam geçerliği, yapı geçerliği ve güvenirlik sonuçlarına dayalı kanıtlar elde edilmiştir. 337 öğretmenden oluşan bir örneklemle Açımlayıcı Faktör Analizi AFA, 272 öğretmenden oluşan farklı bir örneklemle ise Doğrulayıcı Faktör Analizi DFA gerçekleştirilmiştir. AFA sonucunda elde edilen faktörler, kuramsal yapı da göz önüne alınarak durum belirsizliği, etki belirsizliği ve tepki belirsizliği olarak adlandırılmıştır. AFA sonucunda elde edilen yapı, DFA ile test edilmiştir. Ölçeğin iç tutarlık güvenirliğini belirlemek için AFA ve DFA grupları için Cronbach Alpha katsayısı; madde ayırt edicilik analizini belirleyebilmek için madde-toplam korelasyonları hesaplanmıştır. Bulgular OAÇBÖnün geçerli ve güvenilir bir ölçme aracı olduğuna dair kanıtlar ortaya koymuştur.

Makale detayları

Development of the Perceived Environmental Uncertainty Scale in Schools

Yazarlar:

Filiz Tanrısevdi | Bertan Akyol

Yayıncı:

Gazi University

Ana Başlıklar:

Eğitim Yönetimi

Dergi:

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Vol.45 Issue 1, pp.315-346

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001347378

pISSN:

1301-9058

Perceived environmental uncertainty

Scale development

Perceived environmental uncertainty scale in schools.Okullarda algılanan çevresel belirsizlik

Ölçek geliştirme

Durum belirsizliği

Etki belirsizliği

tepki belirsizliği

Sayı

Makale detayları

Yazarlar: Filiz Tanrısevdi | Bertan Akyol

Yayıncı: Gazi University

Ana Başlıklar: Eğitim Yönetimi

Dergi: Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Vol.45 Issue 1, pp.315-346

Belge Tipi: Makale

Yayın Tarihi: 4/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001347378

pISSN: 1301-9058

Sayı

Yazarlar:

Filiz Tanrısevdi | Bertan Akyol

Yayıncı:

Gazi University

Ana Başlıklar:

Eğitim Yönetimi

Dergi:

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Vol.45 Issue 1, pp.315-346

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001347378

pISSN:

1301-9058