The Development of a Scale to Measure the Influence That School Administrators Have on the Adaptation of Newly Appointed Teachers in Turkey

Autor/in	Usta, Mehmet Emin
Titel	The Development of a Scale to Measure the Influence That School Administrators Have on the Adaptation of Newly Appointed Teachers in Turkey
Quelle	In: South African Journal of Education, 43 (2023) 2, Artikel 2159 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Usta, Mehmet Emin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Administrators; Teacher Administrator Relationship; Beginning Teachers; Measures (Individuals); Factor Analysis; Factor Structure; Construct Validity; Compliance (Legal); Test Reliability; Preservice Teachers; Teacher Selection; Turkey + Suchen Sie Ihr Suchwort? Ausland; Junior teacher; Junglehrer; Messdaten; Faktorenanalyse; Faktorenstruktur; Testreliabilität; Türkei
Abstract	In Turkey, teacher appointment is made centrally by the Ministry of National Education and is made without considering where the teachers want to work. Many teachers are assigned to places very different from the cultural environments in which they grew up resulting in them encountering very different school types and administrator habits. The negative situations encountered affect the motivation of newly appointed teachers and weaken their organisational commitment. The draft scale was created with a pool of questions obtained as a result of examining the legal texts and similar studies on the subject. This draft scale includes 28 items and was developed for the adaptation of new appointed teachers to the profession. The rotated principal component analysis was used to test the construct validity of the scale. As a result of the analysis, the Kaiser-MeyerOlkin (KMO) value was determined as 0.949, while the Bartlett test was found to be significant. The analysis showed that 2 of the 28 items were loaded on more than 1 factor and as their load values were low, the 2 items were removed from the scale. The remaining 26 items formed a 3-factor structure with an eigenvalue higher than 1.00. Factor 1 of the scale is called "Compliance with the profession"; Factor 2 "Environmental compliance" and Factor 3 "Compliance with school." While Factor 1 with an eigenvalue of 5.86 explained 22.55% of the total variance, Factor 2, with an eigenvalue of 4.97 explained 19.13% of the total variance. Factor 3, with an eigenvalue of 4.71 explained 18.11% of the total variance. The alpha reliability coefficient of the composite scale was found to be 0.955. Internal consistency coefficients of the factors of the scale were 0.91 for all 3 factors. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01