Attitudes of Teacher Candidates towards the Impact of Inclusion: Validity and Reliability Study of the Impact of Inclusion Questionnaire (IIQ)

Tringa Shpendı Şirin; Mine Akkaynak; Murat Balcı

Makale detayları

Attitudes of Teacher Candidates towards the Impact of Inclusion: Validity and Reliability Study of the Impact of Inclusion Questionnaire (IIQ)

Yazarlar:

Tringa Shpendı Şirin | Mine Akkaynak | Murat Balcı

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Sosyal ve Beşeri Bilimler Eğitimi (Ekonomi | İşletme ve Yönetim Hariç)

Dergi:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.15 Issue 3, pp.2332-2352

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001327009

pISSN:

1308-8971

Anahtar kelimeler:

Özet:

 The purpose of this study is to adapt the original Impact of Inclusion Questionnaire IIQ, developed by Hastings and Oakford 2003, into Turkish and examine the validity and reliability of the scale under Turkish conditions. To ensure validity and reliability, the sample group for the scale was determined through random sampling method. The scale was administered to 286 fourth-year teacher candidates studying at universities in Istanbul Province. Exploratory Factor Analysis EFA was conducted to determine the construct validity of the Impact of Inclusion Questionnaire IIQ and to reveal its factor structure. The exploratory factor analyses conducted indicated that the scale represented a four-dimensional structure. The accuracy of the model constructed on the structure was tested using Confirmatory Factor Analysis CFA, which is a more advanced analysis technique. The findings supported that the scale exhibited a four-dimensional structure. Accordingly, the first dimension of the scale represents positive attitudes towards inclusive education, the second dimension represents negative attitudes towards inclusive education, the third dimension represents the impact of inclusion on teachers, and the fourth dimension represents the impact of inclusion on society. Additionally, internal consistency reliability analysis was conducted, and the obtained Alpha value .86 indicated high internal consistency. The results demonstrated that the IES is suitable for use in Turkey.

 The purpose of this study is to adapt the original Impact of Inclusion Questionnaire IIQ, developed by Hastings and Oakford 2003, into Turkish and examine the validity and reliability of the scale under Turkish conditions. To ensure validity and reliability, the sample group for the scale was determined through random sampling method. The scale was administered to 286 fourth-year teacher candidates studying at universities in Istanbul Province. Exploratory Factor Analysis EFA was conducted to determine the construct validity of the Impact of Inclusion Questionnaire IIQ and to reveal its factor structure. The exploratory factor analyses conducted indicated that the scale represented a four-dimensional structure. The accuracy of the model constructed on the structure was tested using Confirmatory Factor Analysis CFA, which is a more advanced analysis technique. The findings supported that the scale exhibited a four-dimensional structure. Accordingly, the first dimension of the scale represents positive attitudes towards inclusive education, the second dimension represents negative attitudes towards inclusive education, the third dimension represents the impact of inclusion on teachers, and the fourth dimension represents the impact of inclusion on society. Additionally, internal consistency reliability analysis was conducted, and the obtained Alpha value .86 indicated high internal consistency. The results demonstrated that the IES is suitable for use in Turkey.

 The purpose of this study is to adapt the original Impact of Inclusion Questionnaire IIQ, developed by Hastings and Oakford 2003, into Turkish and examine the validity and reliability of the scale under Turkish conditions. To ensure validity and reliability, the sample group for the scale was determined through random sampling method. The scale was administered to 286 fourth-year teacher candidates studying at universities in Istanbul Province. Exploratory Factor Analysis EFA was conducted to determine the construct validity of the Impact of Inclusion Questionnaire IIQ and to reveal its factor structure. The exploratory factor analyses conducted indicated that the scale represented a four-dimensional structure. The accuracy of the model constructed on the structure was tested using Confirmatory Factor Analysis CFA, which is a more advanced analysis technique. The findings supported that the scale exhibited a four-dimensional structure. Accordingly, the first dimension of the scale represents positive attitudes towards inclusive education, the second dimension represents negative attitudes towards inclusive education, the third dimension represents the impact of inclusion on teachers, and the fourth dimension represents the impact of inclusion on society. Additionally, internal consistency reliability analysis was conducted, and the obtained Alpha value .86 indicated high internal consistency. The results demonstrated that the IES is suitable for use in Turkey.

 Bu çalışmanın amacı, orijinali Hastings ve Oakford, 2003 tarafından geliştirilen Kaynaştırma Etkisi Anketini KEA Türkçeye uyarlayarak ölçeğin Türkiye koşullarında geçerlik ve güvenirliğini incelemektir. Geçerlik ve guvenirliğin sağlanması amacıyla, ölçek araştırma grubu tesadüfi örnekleme yöntemi ile belirlenmiştir. Ölçek, İstanbul İlline bağlı Üniversitelerde öğrenim gören 286 dördüncü sınıf öğretmen adayına uygulanmıştır. Kaynaştırma Etkisi Anketi KEA ilişkin yapı geçerliliğini tespit etmek ve faktör yapısını ortaya koymak amacıyla Açımlayıcı Faktör Analizi AFA yapılmıştır. Gerçekleştirilen açımlayıcı faktör analizleri ile ölçeğin dört boyutlu bir yapıyı temsil ettiği bulunmuştur. Model üzerine kurulan yapının doğruluğu daha gelişmiş bir analiz tekniği olan Doğrulayıcı Faktör Analizi DFA ile test edilmiştir. Elde edilen bulgular, ölçeğin dört boyutlu bir yapı gösterdiğini destekler yöndedir. Buna göre ölçeğin birinci boyutu; kaynaştırma eğitimi ile ilgili olumlu tutumlar, ikinci boyutu; kaynaştırma eğitimi ile ilgili olumsuz tutumlar, üçüncü boyutu; kaynaştırmanın öğretmene etkisi ve son boyutu ise; kaynaştırmanın topluma etkisidir. Aynı zamanda iç tutarlılık güvenirlik analizi de gerçekleştirilmiş ve elde edilen Alpha değerinin .86 yüksek iç tutarlılığa işaret ettiği görülmüştür. Elde edilen sonuçlar, KEAnin Türkiyede kullanılabilecek nitelikte olduğunu göstermiştir.

Makale detayları

Attitudes of Teacher Candidates towards the Impact of Inclusion: Validity and Reliability Study of the Impact of Inclusion Questionnaire (IIQ)

Yazarlar:

Tringa Shpendı Şirin | Mine Akkaynak | Murat Balcı

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Sosyal ve Beşeri Bilimler Eğitimi (Ekonomi | İşletme ve Yönetim Hariç)

Dergi:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.15 Issue 3, pp.2332-2352

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001327009

pISSN:

1308-8971

Inclusion

Attitudes

Teacher candidates

Reliability and validity study

Impact of Inclusion Questionnaire.Kaynaştırma

tutumlar

öğretmen adayları

güvenirlilik ve geçerlilik çalışması.

Kaynaştırma Etkisi Anketi.

Sayı

Makale detayları

Yazarlar: Tringa Shpendı Şirin | Mine Akkaynak | Murat Balcı

Yayıncı: Dokuz Eylul University

Ana Başlıklar: Sosyal ve Beşeri Bilimler Eğitimi (Ekonomi | İşletme ve Yönetim Hariç)

Dergi: Batı Anadolu Eğitim Bilimleri Dergisi Vol.15 Issue 3, pp.2332-2352

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001327009

pISSN: 1308-8971

Sayı

Yazarlar:

Tringa Shpendı Şirin | Mine Akkaynak | Murat Balcı

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Sosyal ve Beşeri Bilimler Eğitimi (Ekonomi | İşletme ve Yönetim Hariç)

Dergi:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.15 Issue 3, pp.2332-2352

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001327009

pISSN:

1308-8971