Developing a “values teaching responsibility perception scale” for prospective teachers
AbstractIn this study a measurement device that could be used to determine the values teaching responsibility perceptions of prospective teachers was aimed to be developed. For this purpose, literature on values teaching was investigated and the views of prospective teachers were taken and a 46 itemed item pool was prepared. The items were reorganized according to expert views and 46 item preliminary form was prepared. This preliminary form was applied to 274 prospective teachers 206 of whom were female and 62 were male studying in different grades and departments of Gazi University Gazi Faculty of Education in 2018-2019 academic year Autumn semester. Validity and reliability analyses were conducted on the data set obtained from the application. The data set was applied first Exploratory Factor Analysis (EFA) for construct validity and then Confirmatory Factor Analysis (CFA). Confirmatory Factor Analysis (CFA) was applied on a different group of 352 prospective teachers 278 of whom were female and 80 male. At the end of exploratory factor analysis, a scale form consisting of 35 items and 4 sub-dimensions was obtained. The four factor structure about the scale explains the 61.46% of the total variance. According to the reliability analysis Cronbach alpha reliability coefficient for the overall scale is .97, for sub-dimensions respectively as .93, .93, .88 and .84. The model fit indices for the scale at the end of the confirmatory factor analysis are determined as RMSEA, .064; χ2/df=2.1; SRMR=.06; IFI=.90; CFI=.90. Values obtained from this shows that the scale construct is validated.
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