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Beden Eğitimi ve Spor Öğretmeni Mesleki Kimlik Ölçeği Geçerlik ve Güvenirlik Çalışması

Year 2024, Volume: 24 Issue: 1, 1 - 19, 15.03.2024
https://doi.org/10.17240/aibuefd.2024..-1171362

Abstract

Araştırmada beden eğitimi ve spor öğretmeni mesleki kimlik ölçeği geliştirmek amaçlanmıştır. Yöntem olarak sıralı keşfedici desen kullanılmıştır. Araştırma örneklemini, 2020-2021 eğitim-öğretim yılında Malatya, Osmaniye ve Sivas illerinde görev yapan 503 beden eğitimi ve spor öğretmeni oluşturmaktadır. Yapı geçerliğine yönelik Açımlayıcı ve Doğrulayıcı Faktör Analizleri uygulandı. Açımlayıcı faktör analizi sonuçlarına göre ölçeğin, mesleki aidiyet ve öz aidiyet olmak üzere iki faktörden ve 9 maddeden oluştuğu, açıklanan toplam varyansın ise %56,75 olduğu görüldü. Doğrulayıcı faktör analizi sonuçlarına göre ise ölçeğin 9 madde ve iki faktörden oluşan yapısının uyum indekslerine uygun olduğu görülmektedir (χ2/df=1,20; RMSEA=0,035; SRMR=0,04; CFI=0,97; NFI=0,90; RFI=0,85; GFI=0,96; AGFI=0,93). Ölçeğin öz aidiyet boyutunun Cronbach Alfa katsayı değeri 0,74, birleşik güvenirlik değeri 0,81, ortalama açıklanan varyans değeri ise 0,53’tür. Mesleki aidiyet boyutunun Cronbach Alfa katsayı değeri 0,80, birleşik güvenirlik değeri 0,86, ortalama açıklanan varyans değeri ise 0,57’dir. Ölçeğin genel Cronbach Alfa katsayı değeri ise 0,88’dir. Test-tekrar test güvenirliği için yapılan analize göre (n=36) ölçeğin tutarlılığının yüksek düzeyde olduğu saptanmıştır (r: 0,88, p<0,001). Maddelerin ayırt ediciliği %27’lik alt-üst grup karşılaştırması ile yapıldı ve sonucunda tüm maddelerin ayırt edici olduğu görülmüştür. Sonuç olarak ölçeğin beden eğitimi ve spor öğretmenlerine yönelik mesleki kimlik algısını ölçen 2 boyut ve 9 maddeden oluşan, güvenilir ve geçerli bir ölçek olduğu anlaşılmıştır.

References

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A Validity and Reliability Study of Physical Education and Sports Teacher Professional Identity Scale

Year 2024, Volume: 24 Issue: 1, 1 - 19, 15.03.2024
https://doi.org/10.17240/aibuefd.2024..-1171362

Abstract

The aim of this research is to develop a physical education and sports teacher professional identity scale. Sequential exploratory design was used as the method. The research sample consists of 503 physical education and sports teachers working in Malatya, Osmaniye and Sivas provinces in the 2020-2021 academic year. Exploratory and Confirmatory Factor Analises were applied for construct validity. According to the results of exploratory factor analysis, it was seen that the scale consisted of two factors, professional belonging and self-belonging, and 9 items, and the total variance explained was 56.75%. According to the confirmatory factor analysis results, it is seen that the structure of the scale, consisting of 9 items and two factors, is suitable for the fit indices (χ2/df=1.20; RMSEA=0.035; SRMR=0.04; CFI=0.97; NFI=0.90; RFI=0.85; GFI=0.96; AGFI=0.93). The Cronbach Alpha coefficient value of the self-belonging dimension of the scale is 0.74, the composite reliability value is 0.81, and the average explained variance value is 0.53. The Cronbach Alpha coefficient value of the professional affiliation dimension is 0.80, the composite reliability value is 0.86, and the average explained variance value is 0.57. The overall Cronbach Alpha coefficient value of the scale is 0.88. According to the analysis conducted for test-retest reliability (n=36), it was determined that the consistency of the scale was high (r: 0.88, p<0.001). The distinctiveness of the items was made with a 27% lower-upper group comparison, and as a result, it was seen that all items were discriminative. As a result, it was understood that the scale is a reliable and valid scale consisting of 2 dimensions and 9 items measuring the professional identity perception of physical education and sports teachers.

References

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  • Alexander, C. S. (2010). Learning to be lawyers: Professional identity and the law school curriculum. Maryland Law Review, 70, 465-474.
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  • Anderson, J. C., & Gerbing, D. W. (1984). The effect of sampling error on convergence, improper solutions, and goodness-of-fit indices for maximum likelihood confirmatory factor analysis. Psychometrika, 49, 155-173.
  • Arpacı, D., & Bardakçı, M. (2015). Meslek öncesi öğretmen kimliği ölçeğinin Türkçe ’ye uyarlanması. Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 14, 687-719.
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  • Balcı, A. (2005). Sosyal bilimlerde araştırma. Pegem A Yayıncılık.
  • Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overviewof issues in the literature and implications forteacher education. Cambridge Journal of Education, 39, 175-189.
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  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları (1. baskı). Pegem Akademi.
  • Day, C. (1999). Developing teachers: The challenges of lifelong learning. London: Falmer Press.
  • Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: Stable and unstable identities. British Educational Research Journal, 32, 601-616.
  • Day, C., & Kington, A. (2008). Identity, well‐being and effectiveness: The emotional contexts of teaching. Pedagogy, Culture & Society, 16, 7-23.
  • Delahunty, J. (2012). ‘Who am i?’: Exploring identity in online discussion forums. International Journal of Educational Research, 53, 407-420.
  • Denzin, N. K., & Lincoln, Y. S. (2008). The landscape of qualitative research. Sage Publishing.
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  • Field, A. (2009). Discovering statistics for SPSS. Sage Publications.
  • Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22, 219-232.
  • Freese, A. (2006). Reframing one’s teaching: Discovering our teacher selves through reflection and inquiry. Teaching and Teacher Education, 22, 110-119.
  • Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Educational Research, 25, 99-125.
  • Girgin, D. (2016). Öğrenme ve öğretme dünyasını oluşturan sınıf öğretmeninin mesleki kimliği. [Doktora tezi]. Onsekiz Mart Üniversitesi.
  • Goode, W. J. (1957). Community within a community: The professions. American Sociological Review, 22, 194-200.
  • Hair, J. F., Hult, G. T. M., Ringle, C. M. & Sarstedt, M. (2017). A primer on partial least squares structural equation modeling. Thousand Oaks.
  • Horn, J. L. (1965). A rationale and test for the number of factors in factor analysis. Psychometrika, 30, 179-185.
  • İlgör, B. (2019). The relationship between english teachers’ professional ıdentity perceptions and self-efficacy beliefs. [Yüksek lisans tezi]. Uludağ Üniversitesi.
  • Kalaycı, Ş. (2006). Faktör analizi. SPSS uygulamalı çok değişkenli istatistik teknikleri. Asil Yayın Dağıtım.
  • Karaduman, S. (2010). Modernizmden postmodernizme kimliğin yapısal dönüşümü. Journal of Yaşar University, 17, 2886‐2899.
  • Kavrayıcı, C. (2019). Öğretmenlerin mesleki kimlik algıları ve örgütsel bağlılıkları arasındaki ilişki. [Doktora tezi]. Anadolu Üniversitesi.
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  • Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 29, 77-97.
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There are 82 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Articles
Authors

Oğuzhan Çalı 0000-0001-6521-9714

Yahya Doğar 0000-0002-1068-2266

Publication Date March 15, 2024
Submission Date September 5, 2022
Published in Issue Year 2024 Volume: 24 Issue: 1

Cite

APA Çalı, O., & Doğar, Y. (2024). Beden Eğitimi ve Spor Öğretmeni Mesleki Kimlik Ölçeği Geçerlik ve Güvenirlik Çalışması. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 24(1), 1-19. https://doi.org/10.17240/aibuefd.2024..-1171362