Development of Curriculum Changes Perception Scale and Teachers' Perceptions of Curriculum Changes

Autor/inn/en	Kayir, Gökhan; Toraman, Çetin
Titel	Development of Curriculum Changes Perception Scale and Teachers' Perceptions of Curriculum Changes
Quelle	In: Educational Policy Analysis and Strategic Research, 16 (2021) 2, S.7-24 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kayir, Gökhan) ORCID (Toraman, Çetin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-4289
Schlagwörter	Educational Change; Curriculum Development; Teacher Attitudes; Test Construction; Content Validity; Factor Analysis; Foreign Countries; Preschool Teachers; Elementary School Teachers; Test Reliability; Turkey + Suchen Sie Ihr Suchwort? Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerverhalten; Testaufbau; Faktorenanalyse; Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Testreliabilität; Türkei
Abstract	This study aims to develop a scale to measure teachers' perceptions of curriculum changes. The experimental form created for this purpose was presented to the experts for their opinions. The content validity rates of the items were determined in line with the feedback from experts. Items with a content validity rate of less than .80 were excluded from the study. The 11-item trial form was applied to 162 Turkish teachers from different branches. Sampling was selected through convenient sampling method. With the Exploratory Factor Analyses (EFA), a two-dimensional structure consisting of 11 items, namely "Resistance to Program Changes" and "The Effect of Program Changes on Learning Environments", was reached. The relationship between the subscales of the scale was examined in the analyzes and it was found that the factors were in a significant relationship with each other. It has been verified as a result of the analysis that the sub-dimensions are components of a structure that includes positive and negative perceptions called teacher perceptions against curriculum changes and that they together form a superstructure. It was determined that the model's goodness of fit indexes were quite high. Confirmatory factor analysis also confirmed the EFA results. The internal consistency coefficient obtained for the whole scale was determined as 0.95. (As Provided).
Anmerkungen	International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: secretary@inased.org; Web site: http://epasr.penpublishing.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01