Öğretmenlik Mesleğine Yönelik Tutum Ölçeğinin Geçerlik ve Güvenirlik Çalışması

Özet

Bu çalışmada eğitim örgütlerindeki örgütsel davranışın incelenmesinde önemli bir boyut olan mesleki tutum konusuna ilişkin bir tutum ölçeği geliştirmek amaçlanmıştır. Geliştirilen bu ölçek öğretmenlik programlarında öğrenim görmekte olan öğrencilerin Öğretmenlik mesleğine yönelik tutumunu belirlemeyi amaçlamaktadır. Ölçek tek boyutlu likert tipi bir tutum ölçeğidir. Ölçeğin denemelik formu 11 farklı öğretmenlik programında öğrenim görmekte olan 449 öğrenciye uygulanmıştır. Ölçeğin yapı geçerliliğine ilişkin olarak yapılan temel bileşenler analizi sonucunda 34 maddenin yer aldığı birinci faktörde faktör yükü değerlerinin .74 ile .41 arasında değiştiği ve faktörün toplam varyansın %30'unu açıkladığı görülmüştür. Ölçeğin toplam puanı ile her bir maddenin madde test korelasyonuna bakılmış ve madde test korelasyon değerlerinin .74 ile .42 arasında değişkenlik gösterdiği bulunmuştur.Ölçeğin ölçüt ölçek geçerliliği .89'dur. Ölçeğin güvenirliğine ilişkin olarak 116 eğitim fakültesi öğrencisine 4 hafta ara ile iki kez uygulanması sonucu elde edilen puanların kararlılığına ilişkin güvenirlik katsayısı .72 bulunmuştur. Ölçeğin iç tutarlılık katsayısı (Cronbah Alpha) .93'dür.

Abstract

The aim of this study was to develop an attitude scale for professional attitude, an important factor in studying organizational behavior in educational organizations. The scale was developed to determine the attitudes of the university students, pursuing a degree in Educational faculty, towards teaching profession. It is a Likert-type scale yielding one factor. A trial scale was initially formed, and was applied to 449 students coming from 11 different teaching programs. According to the Principal Components Analysis, performed for the Construct Validity of the scale, factor loadings of the first factor which was made up of 34 items were varied between .74 and .41, and explained the 30% of the varience. Having examined the total score of the test, and the item-test correlations for each item, the item-test correlation was found to be varying between .42 and .74. The criterion validity value of the scale was found as .89. For the test-retest reliability of the scale, it was given to 116 subjects twice in a 4-week interval, and the correlation between these two test applications was .72. The internal consistency coefficient (Cronbach Alpha) of the scale was .93. Summary The purpose of this research was to develop an attitude scale about vocational attitude which is an important factor in studying organizational behavior in educational settings. The scale was developed in order to measure the attitudes of the students who were already attending a teaching program in university toward teaching profession. Teaching is a term that constitutes a position in educational organizations and a set of behaviors required by the position, and describes the status, duties and relations of this position. When a study is done about being a teacher and teaching profession in regard to organizational behaviors, essentially organizational behaviors of an employee in an educational setting is being searched. As the variables that define teacher's acts in classroom is taken into consideration in the scope of organizational behavior, it would be seen that one of the factors that determine teacher's acts is the aspects of his/her attitudes toward teaching. The concept of attitude is one of the basic topics in studying organizational behavior, because behavior is very much related to attitude. As cited in Kağıtçıbaşı (1999), there are some studies which indicate that attitude shapes behavior by interacting with situational factors (La Piere, 1934; Kunter, Wilkins and Yarrow, 1952). In some cases, some very powerful attitudes may produce same behaviors via overcoming situational obstacles. Among the factors that influence the relationship between attitude and behavior are time, power of an attitude, accessibility of an attitude, and consciousness (Kağıtçıbaşı, 1999). Having information about the attitude of a person toward an object will enable us to predict the likelihood behavior of this person to this specific object. This is very important when it comes to practice. In vocational education that is being served in order to prepare individuals about various occupations, one of the aims is to enable individuals who chose an occupation, and are being educated about this specific occupation to possess knowledge, emotion, and skills in order to perform behaviors that are specific to this occupation. In another word, vocational education is given to individuals to determine their behaviors in future. In the same way, teacher education programs aim to furnish candidate teachers with field knowledge, emotions, and skills, so as their professional behaviors would be more effective. For the individuals who are supposed to be teaching, having a positive attitude toward teaching profession is one of the conditions in meeting the requirements of this profession. Thus, identifying the attitudes of the students, pursuing a degree in teaching programs may give an idea what kinds of attitudes should be owned by them in their education. There are some studies in the literature which examined the attitudes toward teaching profession according to some variables. One of them, named as “the attitudes of the students of educational faculty toward teaching profession” was done by Oral (2004) in which a scale that aimed to determine the attitudes toward teaching profession was used, developed by Semerci and Semerci (1999). According to the results of the study, the attitudes of the students of educational faculty about teaching profession differed significantly in terms of gender, preference rank of the program pursued, and the reason for preferring a teaching program (Oral, 2004) Therefore, another study, named as “the relationship between the attitudes about teaching profession, and personality characteristics” was done by Şenel and her friends (2004). In order to determine the attitudes about teaching profession, an attitude scale about teaching profession, developed by Erkuş, Sanlı and Güven (2000), was used in the study. The results of the study showed that there was a significant positive correlation between some personality characteristics such as trusting others, accepting help, being supportive, tolerant, cautious, stable, determined, and social and the attitudes toward teaching profession (Şenel and others, 2004). An another study about the attitudes toward teaching profession, named as “the attitudes of the students of the English Teaching Program in Open Faculty and the English Teaching Programs in Educational Faculties and their self-perceptions about vocational competency”, was done by Çakır (2005) in which an attitude scale, developed by Erkuş, Sanlı and Güven (2000) was used. According to the results, there was no significant difference between the groups in terms of both variables (Çakır, 2005). Method In the process of the development of the scale, following procedures were followed: A total of 110 university students who were attending either an undergraduate or a graduate program in Educational Faculty in İnönü Uni

Anahtar kelimeler: öğretmenlik mesleğine yönelik tutum , örgütsel davranış , öğretmen adayları