Öğretmenlerin Teknoloji ile Öğretime Yönelik Duygularının Ölçülmesi: Bir Geçerlik ve Güvenirlik Çalışması

Year 2022, Volume: 3 Issue: 2, 115 - 128, 31.12.2022

Huriye Güngör , Nilüfer Atman Uslu

https://doi.org/10.52911/itall.1079254

Cited By: 1

Abstract

Bu çalışmada Frenzel vd. (2016) tarafından geliştirilmiş olan öğretmen duygu genel alt ölçeğinin teknoloji ile öğretim yapma sürecine göre uyarlanarak geçerlik ve güvenirlik çalışmasının yapılması amaçlanmıştır. Çalışmaya okul öncesi, ilk ve orta öğretim kurumlarında görev yapan 159 öğretmen katılmıştır. Doğrulayıcı faktör analizi sonucunda keyif, öfke ve kaygı faktörlerinden birer madde çıkartılarak üç faktörlü ve dokuz maddeli yapının doğrulandığına ilişkin bulgulara ulaşılmıştır. Ayrıca, yakınsama ve ıraksama geçerliğine ilişkin yeterli sonuçlar elde edilmiştir. Cronbach’s alfa iç tutarlılık katsayısı keyif faktörü için 0.861, öfke için 0.808 ve kaygı için 0.791 olarak hesaplanmıştır. Sonuç olarak ölçme aracının geçerlik ve güvenirliğine ilişkin yeterli bulgulara ulaşılmıştır. Bu çalışmada uyarlanmış olan ölçme aracı, teknoloji entegrasyonu konusunda çalışan araştırmacılar tarafından kullanılabilir.

Keywords

öğretmen duyguları, teknoloji entegrasyonu, duygu

Teachers Emotions Related Teaching with Technology: A Validity and Reliability Study

Abstract

In this study, it is aimed to conduct a validity and reliability study by adapting the general subscale of teacher emotion scales developed by Frenzel et al. (2016) according to the process of teaching with technology.159 teachers working in pre-school, primary and secondary education institutions participated in the study. As a result of the confirmatory factor analysis, one item was removed from the factors of enjoyment, anger and anxiety, and it was concluded that the three-factor and nine-item structure was confirmed. In addition, sufficient results regarding convergent and discriminant validity were obtained. Cronbach's alpha internal consistency coefficient was calculated as 0.861 for enjoyment factor, 0.808 for anger and 0.791 for anxiety. As a result, sufficient findings were obtained regarding the validity and reliability of the measurement tool. The survey adapted in this study can be used by researchers studying on technology integration.

Keywords

Teacher emotion, Technology integration, Emotion

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