Turkish Adaptation Study of the Global Competence Scale

Yıl 2021, Cilt: 18 Sayı: 42, 5542 - 5576, 13.10.2021

Cansu Karaca Akarsu , Murat Özdemir

https://doi.org/10.26466/opus.861584

Cited By: 1

Öz

This study aims to adapt the Global Competence Scale developed by Brantley-Todd (2017) to Turkish culture and to test the validity and reliability of the scale based on teacher data. Survey design was used in the research. In this direction, descriptive method was applied and quantitative research tech-niques were used. Research data were obtained from teachers working in the central districts of Ankara in the second term of the 2019-2020 academic year. The study was carried out in two stages with two different study groups. The pilot study, which is the first phase, was carried out with a total of 200 teachers working in public and private secondary education institutions in Ankara. In the second phase which is the main implementation, the study was carried out with 406 teachers working in public secondary education institutions in nine central districts of Ankara. Validity and reliability studies were carried out after the data sets belonging to the Scale were examined for their suitability to analysis in terms of various assumptions. In the pilot phase of the study, the validity of the Scale was tested by exploratory factor analysis (EFA). As a result of EFA analysis, the 4-factor structure of the scale named as communication skills, open-mindedness, self-knowledge and problem solving styles was confirmed. Then, in the main application, the construct validity of the Scale was tested by confirmatory factor analysis (CFA). The reliability of Scale was evaluated by calculating Cronbach's Alpha coefficient. As a result of the analysis, it was concluded that the 32-item Global Competence Scale, which was determi-ned to comply with the theoretical foundations, was a valid and reliable measurement tool in line with the teachers' opinions.

Anahtar Kelimeler

Global Education, Global Competence, Global Competency, Global Awareness, Scale Adaptation

Küresel Yetkinlik Ölçeğinin Türkçe Uyarlama Çalışması

Öz

Bu araştırmada Brantley-Todd (2017) tarafından geliştirilen ‘Küresel Yetkinlik Ölçeği-KYÖ’nn Türk kültürüne uyarlanması ve öğretmen verisine dayalı olarak ölçeğin geçerlik ve güvenirliğini test etmek amaçlanmıştır. Araştırmada tarama deseni kullanılmıştır. Bu doğrultuda, betimsel yöntem uygulanmış ve nicel araştırma tekniklerinden yararlanılmıştır. Araştırma verileri 2019-2020 eğitim-öğretim yılının ikinci döneminde Ankara ili merkez ilçelerinde çalışmakta olan öğretmenlerden elde edilmiştir. Bu araştırma iki farklı çalışma grubu ile iki aşamada gerçekleştirilmiştir. İlk aşama olan pilot çalışma Ankara ilinde kamu ve özel ortaöğretim kurumlarında görev yapmakta olan toplam 200 öğretmenle yürütülmüştür. İkinci aşama olan ana uygulamada ise Ankara ili dokuz merkez ilçesindeki kamu ortaöğretim kurumlarında görev yapmakta olan 406 öğretmenle, çalışma yürütülmüştür. KYÖ’ye ait veri setleri çeşitli varsayımlar açısından analize uygunluğu incelendikten sonra geçerlik ve güvenirlik çalışmaları gerçekleştirilmiştir. Çalışmanın pilot aşamasında ölçeğin geçerliği açımlayıcı faktör analizi (AFA) ile test edilmiştir. AFA analizi sonucunda ölçeğin, iletişim becerileri, açık fikirlilik, kendilik bilgisi ve problem çözme stilleri olarak isimlendirilen 4 faktörlü yapısı doğrulanmıştır. Ardından ana uygulamada KYÖ’nün yapı geçerliği için doğrulayıcı faktör analizi (DFA) uygulanmıştır. KYÖ’nün güvenirliği ise Cronbach’s Alfa katsayısı hesaplanarak değerlendirilmiştir. Analizler sonucunda kuramsal temellerle uyum gösterdiği tespit edilen 32 maddelik KYÖ’nün öğretmen görüşleri doğrultusunda geçerli ve güvenilir bir ölçme aracı olduğu sonucuna ulaşılmıştır.

Anahtar Kelimeler

Küresel Eğitim, Küresel Yetkinlik, Küresel Yeterlilik, Küresel Farkındalık, Ölçek Uyarlama

Kaynakça

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