Araştırma Makalesi
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Development of Learning Climate in Schools Scale (LCSS): Validity And Reliability Study

Yıl 2021, Sayı: 52, 147 - 178, 27.04.2021
https://doi.org/10.9779/pauefd.781446

Öz

Creating a climate that supports learning in schools is pivotal for enhancing student achievement by developing teacher competencies. This study aims to develop a valid and reliable scale that could be used to measure teachers’ perceptions of school learning climate. In this study, firstly, an item pool, was created based on the literature and interviews with teachers. The draft form was then created and presented to experts from the fields of Educational Administration and Measurement and Evaluation to evaluate content validity. Data was collected from two different study groups consisting of 589 teachers employed in 18 elementary, 20 secondary, and 15 high schools. In the data analysis process, item analysis, exploratory factor analysis (EFA), first-order and second-order confirmatory factor analysis (CFA) was performed, and the reliability coefficient (Cronbach’s alpha) was computed. Item analysis and EFA yielded a scale consisting of 22 items and four sub-scales. Sub-scales were named as a collaborative environment, principal support, school facilities, and professional interest. CFA revealed that the scale had acceptable fit indexes. Cronbach's alpha computed for determining internal consistency was .93, which shows that the scale has high reliability. According to the results of validity and reliability analysis of the School Learning Climate Scale, it can be stated that it is a valid and reliable scale that can be used to measure teacher’s perceptions of school learning climate. For further studies, it can be suggested to retest validity and reliability with the data to be gathered from private school teachers.

Kaynakça

  • Aldridge, J. M., Laugksch, R. C., & Fraser, B. J. (2006). School-level environment and outcomes-based education in South Africa. Learning Environments Research, 9(2), 123-147.
  • 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.
  • Atwal, K. (2013). Theories of workplace learning in relation to teacher professional learning in UK primary schools. Research in Teacher Education, 3(2), 22-27.
  • Bama, M. C. (1999). The relationship between students’ perceptions of the school learning climate of a community of caring high school and selected characteristics of students and teachers. (Unpublished doctoral dissertation), Morgan State University, Maryland.
  • Bandura, A. (1991). Social cognitive theory. Organizational Behavior and Human Decision Processes, 50 (2), 248–287.
  • Bartram D., Foster J., Lindley PA., Brown AJ., & Nixon S. (1993). Learning climate questionnaire (LCQ): Background and technical information. Oxford: Employment Service and Newland Park Associates Limited.
  • Bates, R., & Khasawneh, S. (2005). Organizational learning culture, learning transfer climate and perceived innovation in Jordanian organizations. International Journal of Training and Development, 9(2), 96-109. Doi. 10.1111/j.1468-2419.2005.00224.
  • Bora, N. (2010). Uluslararası bakalorya diploma programının (IB) öğretmen ve öğrencilerin öğrenme iklimi ile ilgili algıları üzerindeki etkisi. Yayımlanmamış yüksek lisans tezi, Maltepe Üniversitesi, İstanbul.
  • Bowen, D. D., & Kilmann, R. H. (1975). Developing a comparative measure of the learning climate in professional schools, Journal of Applied Psychology, 60, 71-79.
  • Bozdoğan, K. (2010) İlköğretim okulu müdürlerinin liderlik davranışları ile okulun öğrenme ikliminin karşılaştırılması, Yayımlanmamış yüksek lisans tezi, Niğde Üniversitesi, Niğde.
  • Bozdoğan, K. ve Sağnak, M. (2011). İlköğretim okulu müdürlerinin liderlik davranışları ile öğrenme iklimi arasındaki ilişki. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 11(1), 137-145.
  • Büyüköztürk, Ş. (2012). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi.
  • Büyüköztürk, Ş., Çakmak E., Akgün Ö., Karadeniz Ş. ve Demirel F. (2016). Bilimsel araştırma yöntemleri. Ankara: Pegem.
  • Bryant, F. B., Yarnold, P. R., & Grimm, L. G. (1996). Toward a measurement model of the affect intensity measure: A three-factor structure. Journal of Research in Personality, 30(2), 223-247. Doi. 10.1006/jrpe.1996.0015.
  • Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York, NY: Guilford Press.
  • Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In: K. A. Bollen& J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Beverly Hills, CA: Sage.
  • Cattell, R. B. (1978). The scientific use of factor analysis in behavioral and life sciences. New York: Plenum.
  • Cherkowski, S. (2016). Exploring the role of the school principal in cultivating a professional learning climate. Journal of School Leadership, 26(3), 523-543. Doi. 10.1177/105268461602600306
  • Comrey, A., & Lee, H. (1992). Interpretation and application of factor analytic results. In A. Comrey, & H. Lee (Eds.), A first course in factor analysis. USA: Psychology Press, New York.
  • Cortini, M. (2016). Workplace identity as a mediator in the relationship between learning climate andjob satisfaction during apprenticeship: suggestions for HR practitioners, Journal of Workplace Learning, 28(2), 54-65. Doi. 10.1108/JWL-12-2015-0093.
  • Costello, A., & Osborne, J. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment, Research And Evaluation, 10 (7), 1-9.
  • Çamur, A. (2006). Liselerde öğrenme iklimine ilişkin yönetici, öğretmen, veli ve öğrenci görüşleri, Yayımlanmamış yüksek lisans tezi, Ege Üniversitesi, İzmir.
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Ankara: Pegem.
  • Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Educational Policy Analysis Archives 8(1), 1-44.
  • Damico, S. B., & Roth, J. (1993). General Track Students' Perceptions of School Policies and Practices. Journal of Research and Development in Education, 27(1), 1-8.
  • Deal, T. E., & Peterson, K. D. (1999). Shaping school culture: The heart of leadership. San Francisco, CA: Jossey-Bass.
  • Denison, D. R. (1996). What is the difference between organizational culture and organizational climate? A native's point of view on a decade of paradigm wars. Academy of Management Review, 21(3), 619-654.
  • DeVellis, R. F. (2003). Scale development: Theory and applications. Newbury Park: Sage Publications.
  • Eldor, L., & Harpaz, I. (2016). A process model of employee engagement: The learning climate and its relationship with extra‐role performance behaviors. Journal of Organizational Behavior, 37(2), 213-235. Doi.10.1002/job.2037.
  • Ellis, R. J. (1988). Self-monitoring and leadership emergence in groups. Personality and Social Psychology Bulletin, 14(4), 681-693. Doi. 10.1177/0146167288144004.
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Okullarda Öğrenme İklimi Ölçeği’nin (OÖİÖ) Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması

Yıl 2021, Sayı: 52, 147 - 178, 27.04.2021
https://doi.org/10.9779/pauefd.781446

Öz

Okullarda öğrenmeyi destekleyici bir iklim oluşturulması, öğretmenin mesleki performansının geliştirmesi yoluyla öğrenci başarısının artırılmasında önemli bir belirleyici olarak görülmektedir. Bu araştırmanın amacı, öğretmenlerin okullarında öğrenme iklimine yönelik algılarını ölçmeye yönelik geçerli ve güvenilir bir ölçme aracı geliştirmektir. Araştırma kapsamında alanyazından ve öğretmenlerle yapılan görüşmelerden faydalanılarak madde havuzu oluşturulmuş ve kapsam geçerliği için uzman görüşüne başvurulmuştur. Araştırmanın verileri 2020 yılının bahar döneminde resmi 18 ilkokul, 20 ortaokul ve 15 lisede görev yapan gönüllü 589 öğretmenden oluşan iki farklı çalışma grubundan toplanmıştır. Verilerin çözümlenmesinde madde analizi, açımlayıcı faktör analizi, birinci ve ikinci düzey doğrulayıcı faktör analizi yapılmış ve güvenirlik katsayıları hesaplanmıştır. Madde analizi ve AFA sonucunda toplam 22 madde ve dört alt boyuttan oluşan bir ölçek elde edilmiştir. Ortaya çıkan alt boyutlar işbirlikçi ortam, okul müdürü desteği, okul imkânları ve mesleki ilgi olarak adlandırılmıştır. DFA sonucunda elde edilen bulgular ölçeğin kabul edilebilir bir uyuma sahip olduğunu göstermiştir. Ölçeğin güvenirliği için .93 olarak hesaplanan Cronbach Alfa iç tutarlık katsayısı ölçeğin oldukça güvenilir olduğunu ortaya koymuştur. Bu bulgulara göre, Okullarda Öğrenme İklimi Ölçeği’nin öğretmenlerin öğrenme iklimine yönelik algılarını ölçmek amacıyla kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğu söylenebilir. Gelecek çalışmalarda ölçeğin özel okul öğretmenleri üzerinde geçerlik ve güvenirlik çalışmalarının yinelenmesi önerilebilir.

Kaynakça

  • Aldridge, J. M., Laugksch, R. C., & Fraser, B. J. (2006). School-level environment and outcomes-based education in South Africa. Learning Environments Research, 9(2), 123-147.
  • 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.
  • Atwal, K. (2013). Theories of workplace learning in relation to teacher professional learning in UK primary schools. Research in Teacher Education, 3(2), 22-27.
  • Bama, M. C. (1999). The relationship between students’ perceptions of the school learning climate of a community of caring high school and selected characteristics of students and teachers. (Unpublished doctoral dissertation), Morgan State University, Maryland.
  • Bandura, A. (1991). Social cognitive theory. Organizational Behavior and Human Decision Processes, 50 (2), 248–287.
  • Bartram D., Foster J., Lindley PA., Brown AJ., & Nixon S. (1993). Learning climate questionnaire (LCQ): Background and technical information. Oxford: Employment Service and Newland Park Associates Limited.
  • Bates, R., & Khasawneh, S. (2005). Organizational learning culture, learning transfer climate and perceived innovation in Jordanian organizations. International Journal of Training and Development, 9(2), 96-109. Doi. 10.1111/j.1468-2419.2005.00224.
  • Bora, N. (2010). Uluslararası bakalorya diploma programının (IB) öğretmen ve öğrencilerin öğrenme iklimi ile ilgili algıları üzerindeki etkisi. Yayımlanmamış yüksek lisans tezi, Maltepe Üniversitesi, İstanbul.
  • Bowen, D. D., & Kilmann, R. H. (1975). Developing a comparative measure of the learning climate in professional schools, Journal of Applied Psychology, 60, 71-79.
  • Bozdoğan, K. (2010) İlköğretim okulu müdürlerinin liderlik davranışları ile okulun öğrenme ikliminin karşılaştırılması, Yayımlanmamış yüksek lisans tezi, Niğde Üniversitesi, Niğde.
  • Bozdoğan, K. ve Sağnak, M. (2011). İlköğretim okulu müdürlerinin liderlik davranışları ile öğrenme iklimi arasındaki ilişki. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 11(1), 137-145.
  • Büyüköztürk, Ş. (2012). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi.
  • Büyüköztürk, Ş., Çakmak E., Akgün Ö., Karadeniz Ş. ve Demirel F. (2016). Bilimsel araştırma yöntemleri. Ankara: Pegem.
  • Bryant, F. B., Yarnold, P. R., & Grimm, L. G. (1996). Toward a measurement model of the affect intensity measure: A three-factor structure. Journal of Research in Personality, 30(2), 223-247. Doi. 10.1006/jrpe.1996.0015.
  • Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York, NY: Guilford Press.
  • Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In: K. A. Bollen& J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Beverly Hills, CA: Sage.
  • Cattell, R. B. (1978). The scientific use of factor analysis in behavioral and life sciences. New York: Plenum.
  • Cherkowski, S. (2016). Exploring the role of the school principal in cultivating a professional learning climate. Journal of School Leadership, 26(3), 523-543. Doi. 10.1177/105268461602600306
  • Comrey, A., & Lee, H. (1992). Interpretation and application of factor analytic results. In A. Comrey, & H. Lee (Eds.), A first course in factor analysis. USA: Psychology Press, New York.
  • Cortini, M. (2016). Workplace identity as a mediator in the relationship between learning climate andjob satisfaction during apprenticeship: suggestions for HR practitioners, Journal of Workplace Learning, 28(2), 54-65. Doi. 10.1108/JWL-12-2015-0093.
  • Costello, A., & Osborne, J. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment, Research And Evaluation, 10 (7), 1-9.
  • Çamur, A. (2006). Liselerde öğrenme iklimine ilişkin yönetici, öğretmen, veli ve öğrenci görüşleri, Yayımlanmamış yüksek lisans tezi, Ege Üniversitesi, İzmir.
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Ankara: Pegem.
  • Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Educational Policy Analysis Archives 8(1), 1-44.
  • Damico, S. B., & Roth, J. (1993). General Track Students' Perceptions of School Policies and Practices. Journal of Research and Development in Education, 27(1), 1-8.
  • Deal, T. E., & Peterson, K. D. (1999). Shaping school culture: The heart of leadership. San Francisco, CA: Jossey-Bass.
  • Denison, D. R. (1996). What is the difference between organizational culture and organizational climate? A native's point of view on a decade of paradigm wars. Academy of Management Review, 21(3), 619-654.
  • DeVellis, R. F. (2003). Scale development: Theory and applications. Newbury Park: Sage Publications.
  • Eldor, L., & Harpaz, I. (2016). A process model of employee engagement: The learning climate and its relationship with extra‐role performance behaviors. Journal of Organizational Behavior, 37(2), 213-235. Doi.10.1002/job.2037.
  • Ellis, R. J. (1988). Self-monitoring and leadership emergence in groups. Personality and Social Psychology Bulletin, 14(4), 681-693. Doi. 10.1177/0146167288144004.
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). London: Sage.
  • Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50.
  • Fraenkel, J.R., & Wallen, N.E. (2006). How to design and evaluate research in education. New York: Mc Graw-Hill.
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Toplam 91 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Gökhan Savaş 0000-0003-0690-8733

Nihan Demirkasımoğlu 0000-0001-8609-9985

Yayımlanma Tarihi 27 Nisan 2021
Gönderilme Tarihi 17 Ağustos 2020
Kabul Tarihi 8 Kasım 2020
Yayımlandığı Sayı Yıl 2021 Sayı: 52

Kaynak Göster

APA Savaş, G., & Demirkasımoğlu, N. (2021). Okullarda Öğrenme İklimi Ölçeği’nin (OÖİÖ) Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi(52), 147-178. https://doi.org/10.9779/pauefd.781446