Scale Development Study on the Perception of Responsibility for Providing Professional Value for Prospective Teachers *

Volume 6 Issue 2
Rıdvan Şirin Şaban Çetin
Pages: 118-128 Download Count : 146 View Count: 805 DOI Number 10.55236/tuara.1418730 Facebook Share on Google+ Save to Zotero Save to Mendeley

Abstract:


In this study, it was aimed to develop a measurement tool with validity and reliability to determine the perceptions of academicians working in faculties of education about their responsibility to provide prospective teachers with professional values. In order to create the necessary item pool for the scale, the literature was reviewed and in this context, a question pool of 44 items was created and expert opinions were taken. After the revisions in the items, Lawshe Technique was used to determine the content validity. 300 faculty members were administered the scale and a data set was obtained, which was analyzed for validity and reliability. Exploratory factor analysis (EFA) was used to reveal the construct validity of the scale, Cronbach's Alpha reliability coefficient, item-total score correlation and two-half test reliability methods were used to ensure the reliability of the scale, and lower 27%-upper 27% independent groups t-test was used for the discrimination of the scale. As a result of EFA, a 26-item, 3-factor structure emerged. This structure explains 59.647% of the total variance of the scale. Cronbach Alpha internal consistency coefficient for the reliability of the scale was found to be 0.952. It was observed that the item total correlation values were high and positive above 0.5 and the correlation values of all items were above 0.30, which is recommended as the lower limit. According to the results of the two-half test reliability analysis, the correlation coefficient between the equivalent halves was found to be 0.942. As a result of the t-test between the scores of the upper 27% and lower 27% groups in order to examine the discrimination of the scale items, it was found that the difference between the groups was significant at α=.000 level.

Keywords

  • Professional value of teaching
  • teacher education
  • responsibility
  • perception of responsibility
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