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TIMSS 2011 Öğretmen Ölçeklerinin Faktör Yapısının ve Psikometrik Özelliklerinin İncelenmesi

Factor Structure and Psychometric Properties of the TIMSS 2011 Teacher Questionnaires

Journal Name:

  • Marmara Üniversitesi Eğitim Bilimleri Dergisi

Publication Year:

  • 2017
DOI: 
10.15285/maruaebd.270383

Key Words:

Keywords (Original Language):

Author NameUniversity of Author
Abstract (2. Language): 
Large scale evaluations, effective on decision making periods about the countries’ educational policies, are coming into prominence day by day. Even though these practices generally seem to be focused on monitoring student success, they provide feedback about all the components of the system. PISA and TIMSS practices are prominent ones among these evaluations. In this study, teacher scales were used in regard to TIMSS 2011 in which these scales were practiced. Data acquired from 8th grade math teachers were used. The study was put in practice with the participation of 106 female (%45) and 132 male (%55) 238 teachers in total, working at TIMSS 2011 Turkey sample. Regarding the Scores received from implementation of 7 scales which were used second level analysis was put into practice. Exploratory factor analysis were carried out first, in accordance with the results of these analysis confirmatory factor analysis were practiced. In the stage of determining the factors concerning the scale, in addition to the factor analysis parallel analysis acquired with the Monte Carlo simulation were practiced. According to the results of the exploratory factor analysis, the teacher characteristics effective on student success were observed to have a two-dimensional structure. The two-dimensional structure was observed to represent the 52% of the variance of the teacher characteristics. In this direction the results of the confirmatory factor analysis showed that the two-dimensional structure of the scale has great adaptive values. When the two-dimensional structure was examined based on the literature, it has been observed that these two dimensions have the characteristics of teachers’ educational/professional and personal/organizational aspects. Factors were named in this manner. The results of the study show that the scale is a valid and reliable one to be used in the studies concerning the characteristics of teachers.
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Abstract (Original Language): 
Ülkelerin eğitim politikaları ile ilgili karar verme süreçlerinde etkili olan geniş ölçekli değerlendirmeler gün geçtikçe önem kazanmaktadır. Bu uygulamalar çoğunlukla öğrenci başarılarını izlemeye odaklanmış görünse de sistemde yer alan tüm bileşenlerle ilgili geri bildirimlerde bulunmaktadır. PISA ve TIMSS uygulamaları bu değerlendirmeler arasında öne çıkan uygulamalardır. Bu araştırma TIMSS 2011 uygulaması Türkiye örneklemi esas alınarak gerçekleştirilmiştir. Veriler TIMSS 2011 uygulamasında 8. sınıf matematik öğretmenlerine yöneltilen öğretmen ölçeklerinden elde edilmiştir. Bu veriler TIMSS 2011 Türkiye örnekleminde yer alan okullarda 106’sı bayan (% 45) ve 132’si erkek (%55) toplam 238 öğretmenden elde edilmiştir. Kullanılan 7 ölçekten elde edilen toplam puanlar dikkate alınarak analizler gerçekleştirilmiştir. Araştırmada kullanılan ölçeklere önce açımlayıcı faktör analizi uygulanmış ve elde edilen sonuçlar doğrultusunda da doğrulayıcı faktör analizi yapılmıştır. Ölçeğe ilişkin faktörlerin belirlenmesi aşamasında açımlayıcı faktör analizine ek olarak monte carlo simülasyonu ile elde edilen paralel analizden de yararlanılmıştır. Yapılan açımlayıcı faktör analizi ve paralel analiz sonucu öğrenci başarılarına etki eden öğretmen karakteristiklerinin iki boyutlu bir yapıya sahip olduğu görülmüştür. İki boyutlu bu yapının öğretmen karakteristiklerine ilişkin varyansın yaklaşık %52’sini açıkladığı sonucuna ulaşılmıştır. Bu doğrultuda yapılan doğrulayıcı faktör analizi sonuçları ölçeğin iki boyutlu yapısının iyi uyum değerlerine sahip olduğunu göstermektedir. Ortaya çıkan iki boyutlu yapı literatüre dayalı olarak incelendiğinde bu iki boyutun öğretmenlerin öğretimsel/profesyonel ve kişisel/organizasyonel yönlerine ilişkin özelliklerini taşıdığı görülmüştür. Faktörler bu şekilde isimlendirilmiştir. Araştırma sonuçları ölçeğin öğretmen özelliklerine ilişkin yapılacak araştırmalarda kullanılabilecek geçerli ve güvenilir bir araç olduğunu göstermektedir.
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