Sınıf öğretmenlerine yönelik metin yazmayı öğretme öz yeterlik inançları ölçeğinin geliştirilmesi

Yıl 2023, Sayı: 32, 27 - 44, 21.02.2023

Bengisu Kaya Özgül , Seyit Ateş

https://doi.org/10.29000/rumelide.1252764

Öz

Öğretmenlerin öğrencilere yazmayı öğretmeye yönelik öz yeterliklerine dair inançları, öğrencilerin yazma becerisini kazanmalarında ve geliştirmelerinde etkilidir. Özellikle ilkokul kademesinde öğrencilerin yazma becerilerini kazanmalarında ve geliştirmelerinde sınıf öğretmenlerinin oldukça önemli görev ve sorumlulukları bulunmaktadır. Bu nedenle araştırmada, sınıf öğretmenlerine yönelik “Metin Yazmayı Öğretme Öz Yeterlik İnançları Ölçeği”nin geliştirilmesi amaçlanmıştır. Araştırmanın katılımcılarını sınıf öğretmenleri oluşturmaktadır. Çalışma grubu, Açımlayıcı Faktör Analizi (AFA) için 271 sınıf öğretmeninden, Doğrulayıcı Faktör Analizi (DFA) için ise ölçeğin daha önce uygulanmadığı 253 sınıf öğretmeninden oluşmaktadır. Bu çalışma kapsamında geliştirilen Metin Yazmayı Öğretme Öz Yeterlik İnançları Ölçeği’nin yapı geçerliğini test etmek amacıyla sırasıyla AFA ve DFA yapılmış, ayrıca Cronbach Alfa güvenirlik katsayısı hesaplanmıştır. AFA sonucunda tek faktörlü bir yapıya sahip olduğu belirlenen ve 28 maddeden oluşan Metin Yazmayı Öğretme Öz Yeterlik İnançları Ölçeği’nin faktör yapısını doğrulamak için DFA yapılmıştır. DFA sonucunda ise, ölçeğin AFA sonucu elde edilen tek faktörlü yapısı doğrulanmıştır. Geliştirilen ölçme aracının Cronbach Alfa güvenirlik katsayısı hesaplanmış ve bu değer .974 olarak bulunmuştur. Çalışma sonucunda; 0 (Hiç Yapamam) ile 100 (Yüksek Düzeyde Yapabilirim) arasında değişen düzeylerden ve toplam 28 maddeden oluşan Metin Yazmayı Öğretme Öz Yeterlik İnançları Ölçeği’nin, geçerli ve güvenilir bir ölçme aracı olarak kullanılabileceği söylenebilir. Araştırma sonuçlarından yola çıkarak, gelecekte yapılacak çalışmalara yönelik önerilerde bulunulmuştur.

Anahtar Kelimeler

Metin yazmayı öğretme, öz yeterlik inancı, ölçek geliştirme, sınıf öğretmenleri

The development of the self-efficacy beliefs scale for teaching text writing for classroom teachers

Öz

Teachers' beliefs about their self-efficacy to teach writing to students are effective in students' acquisition and development of writing skills. Especially at primary school level, classroom teachers have very important duties and responsibilities in the acquisition and development of students' writing skills. Therefore, in this study, it was aimed to develop the "Self-Efficacy Beliefs Scale for Teaching Text Writing" for classroom teachers. The participants of the study consisted of classroom teachers. The study group consisted of 271 classroom teachers for Exploratory Factor Analysis (EFA) and 253 classroom teachers for Confirmatory Factor Analysis (CFA). In order to test the construct validity of the developed scale, EFA and CFA were conducted respectively, and Cronbach's Alpha reliability coefficient was calculated. CFA was conducted to confirm the factor structure of the 28-item "Self-Efficacy Beliefs in Teaching Text Writing Scale", which was determined to have a single-factor structure as a result of EFA. As a result of CFA, the one-factor structure of the scale obtained as a result of EFA was confirmed. The Cronbach Alpha reliability coefficient of the scale was found to be .974. As a result of the study, it can be said that the Self-Efficacy Beliefs in Teaching Text Writing Scale, which consists of 28 items with levels ranging from 0 (I cannot do it at all) to 100 (I can do it at a high level), can be used as a valid and reliable tool in future studies. Based on the results of the research, suggestions were made for future studies.

Anahtar Kelimeler

Teaching text writing, self-efficacy beliefs, scale development, classroom teachers

Kaynakça

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