SavedAdd your journal

Journals / Elektronik Sosyal Bilimler Dergisi / 2019 / Cilt: 18 - Sayı: 70

DEVELOPING THE SCHOOL SAFETY SCALE

OKUL GÜVENLİK ÖLÇEĞİNİN GELİŞTİRİLMESİ

Durdağı AKAN
Mevsim ZENGİN
Pages
538–553
Publication Date
2019-04-01
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

It was concluded that the scale, which was named as “the School Safety Scale” (SSS), was a valid, reliable measurement tool to be employed to measure school safety by teachers in educational institutions.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:School safety highlights ensuring safety through avoidance of any dangers by school staff, and decreasing teacher-student anxiety about safety through positive interpersonal relationship establishment and creating a safe climate.
📊
Key Findings & Data:The scale was developed following the application of a draft form which was based on a comprehensive literature review and expert views to primarily 210 teachers and 415 later, employed in schools of Van province and districts.
💡
Conclusion & Impact:It was concluded that the scale, which was named as “the School Safety Scale” (SSS), was a valid, reliable measurement tool to be employed to measure school safety by teachers in educational institutions.
🔬Design:Review & Systematic Survey
📍Scope:Comprehensive Sample
⚙️Variables:Okul güvenliği · güvenli iklim · School safety

Abstract

School safety highlights ensuring safety through avoidance of any dangers by school staff, and decreasing teacher-student anxiety about safety through positive interpersonal relationship establishment and creating a safe climate. In this context, the purpose of this study was to develop a scale to determine school safety level. The scale was developed following the application of a draft form which was based on a comprehensive literature review and expert views to primarily 210 teachers and 415 later, employed in schools of Van province and districts. Principal component analysis, a factor analysis technique, was employed for the construction validity of the scale and the determined construction was also confirmed by confirmatory factor analysis. Cronbach Alpha coefficient was calculated for reliability study. Moreover, item total correlations were examined for item discrimination of each one. It was concluded that the scale, which was named as “the School Safety Scale” (SSS), was a valid, reliable measurement tool to be employed to measure school safety by teachers in educational institutions. The 27-item scale had the following four factors: situational, actual/phenomenal, preventive and internal. The scale was a five point Likert-type agreement scale.

Özet

Okul güvenliği, çalışanları tarafından, her türlü tehlikelerden uzak tutularak güvenliğin sağlanmasını, pozitif insan ilişkileri ve güvenli iklim ortamı oluşturarak öğretmen ve öğrencilerin güvenliğe ilişkin kaygılarının azaltılmasını vurgulamaktadır. Bu bağlamda bu araştırmanın amacı, okul güvenlik düzeyini belirleme ölçeğini geliştirmektir. Ölçek, kapsamlı bir literatür taramasına dayalı olarak ve uzman görüşleri doğrultusunda geliştirilen taslak formun Van ili ve ilçelerinde görevli önce 210, daha sonra 415 öğretmen üzerinde uygulanmasıyla geliştirilmiştir. Ölçeğin yapı geçerliği için faktör analizi tekniği olan temel bileşenler analizi uygulanmış, belirlenen yapı ayrıca doğrulayıcı faktör analizi ile doğrulanmıştır. Güvenirlik çalışması için Cronbach Alpha katsayısı hesaplanmıştır. Ayrıca her bir maddenin ayırt ediciliği için madde toplam korelasyonlarına bakılmıştır. ‘‘Okul Güvenlik Ölçeği (OGÖ) olarak adlandırılan ölçeğin eğitim örgütlerinde öğretmenlerin kurumlarına ilişkin güvelik düzeyini ölçebilecek geçerli ve güvenilir bir ölçme aracı olduğu sonucuna ulaşılmıştır. 27 maddeden oluşan ölçek durumsal, eylemsel/olgusal, önlemsel ve içsel olmak üzere dört faktörlü çıkmıştır. Ölçek beşli derecelendirmeli Likert tipinde bir katılım ölçeğidir.

🔖

Cite This Article

AKAN, D., ZENGİN, M. (2019). DEVELOPING THE SCHOOL SAFETY SCALE. Elektronik Sosyal Bilimler Dergisi, Cilt: 18 - Sayı: 70, 538–553. https://ajindex.com/articles/97518

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (13)

  1. Astor, R.,Guerra, N., Acker,R. (2010).How Can We Improve School Safety Research? Educational Researcher, Vol. 39, No. 1, pp. 69–78
  2. Balcı, A. (2010). Sosyal bilimlerde araştırma: Yöntem, teknik ve ilkeler. Pegem A Yayıncılık. Bucher, K.T., Manning, M.L.(2005). Creating Safe Schools. The Clearing House. Vol 79, No 1, pp.55-60.
  3. Büyüköztürk, Ş.(2007). Sosyal Bilimler için veri analizi el kitabı. Ankara:Pegem Yay. Büyüköztürk, Ş., Çokluk, Ö., Köklü, N. (2017). Sosyal bilimler için istatistik. Pegem Atıf İndeksi, 1-248.
  4. Chuks, O.K., Uchenna, P.O.(2013). Appraısıng The Influence Of Cultural Determınants Of Contructıon Workers Safety Perceptıonand Behavıour In Nıgerıa. International Journal of Engineering and Medical Science Research. Vol. No.1, pp 11-24,
  5. Corner, D.G., Mayer, M.J.(2010).Why Do School Order and Safety Matter? Educational Researcher, Vol. 39, No. 1, pp. 7–15.
  6. DeVellis, R. F. (2016). Scale development: Theory and applications (Vol. 26). Sage publications. DiCanio, M. (1993).
  7. Classroom violence, The Encyclopedia of Violence: Origins, Attitudes,Consequences. New York: Facts on File. Dwyer, K., Osher, D.(2000). Safeguarding Our Children: An Action Guide. Washington, D.C.: U.S. Departments of Education and Justice, American Institutes for Research. Dwyer, K.,Osher, D.,Warger, C.(1998).
  8. Early Warning, Timely Response: A Guide to Safe Schools. American Institutes for Research, Washington, DC. Center for Effective Collaboration and Practice.; National Associationof School Psychologists, Bethesda, MD. Erdal, Y.(2014). Okul ve Güvenlik Sorunu. (http://www.egitimpedia.com/okul-ve-guvenlik/)
  9. Goldstein, A. (1994). School violence (I): Aggression of toward persons and property in America’s schools. The School Psychologist, (Division of School Psychology), 48(1), 6-24.
  10. Grene, M.B.(2005). Reducing Violence and Aggression In Schools. TRAUMA, VIOLENCE, & ABUSE, Vol. 6, No. 3, 236-253
  11. Harmancı, F.M., Baycan, C., Demir, İ.(2013).Eğitim Araçları İle Okulların Çevresinde Suç Önleme Yöntemleri. PBD, 15 (1), ss.63-87.
  12. Kayri, M. (2009). Internet Bağımlılık Ölçeğinin Türkçe’ye Uyarlanması: Geçerlik-Güvenirlik Çalışması, Ankara Üniversitesi Eğitim Bilimleri Dergisi, 42 (1),157-175.
  13. Kaufman, P., Chen, X., Choy, S.P., Peter, K.(2001). Indicators of School Crime and Safety. National Center for Education Statistics (ED), Washington,DC.; Department of Justice, Washington, DC. Bureau ofJustice Statistics. Kızmaz, Z.(2006). Okullardaki Şiddet Davranışının Kaynakları Üzerine Kuramsal