Development of A Preschool Teacher’s Guidance Qualifications Scale and Its Psychometric Properties

Abstract

The goal of this study is to develop a Guidance Qualification Scale for Preschool Teachers and examine the validity and reliability of the scale. The research was conducted with 374 teachers working in preschools in Istanbul and they were chosen by the random sampling method. Factor analysis was carried out for the construct validity of the scale. Internal consistency coefficients and test-retest reliabilities were examined and item analysis was performed for reliability studies. As a result of the factor analysis, 59 items which explained 55,989% of the total variance (Total Variance Explained 45,050%), were obtained under four factors. When the factor weights of the scale are examined, items were found to have weight values ranging from .746 to .453. Cronbach’s Alpha internal consistency coefficients of the “Preschool Teacher’s Guidance Qualifications Scale” were found to be .977 for the total scale, .954 for the "Supporting Educational Development and Interpersonal Relationships" sub-dimension, .943 for the "Supporting Individual Development and Orientation" sub-dimension, .904 for the "Self-acceptance, Support for Self and Social Development" sub-dimension and .909 for the "Recognizing Individuals, Identifying Problems and Supporting Parents" sub-dimension. Also, the test-retest reliability study of the scale was conducted with 44 teachers. According to the results of the t-test applied for differences between the average item scores of upper 27% and lower 27% groups of items on (in?) the scale, all differences were found to be significantly in favor of the upper 27% group. In light of these findings, it can be said that the “Preschool Teacher’s Guidance Qualifications Scale” can be used as a valid and reliable measurement tool in the field of education.

Okul öncesi öğretmenlerinin rehberlik yeterlilikleri ile sınıf yönetimi becerileri arasındaki ilişkinin incelenmesi

“…The scale was developed by Bilgin (2017). As a result of the factor analysis of the scale, there were 59 items that explained 55,989% of the total variance and gathered under four factors.…”

Preschool Teachers' Views on Guidance and Psychological Counseling Services in Early Childhood Education

“…In Tekin's (2012) study, it was seen that communicating with families is the most preferred method as a method of solving the problems faced by teachers. In Bilgin's (2017) study, it was stated that the problems remained unresolved because there were no guidance teachers in schools, and teachers who had the opportunity to work with counselors faced fewer problems.…”

“…In Bilgin's (2017) study, it was stated that families have expectations from schools for professional and personal guidance. In the study of Konca (2020), parents support the emotional, moral and social development of children from preschool education; develop skills such as speaking, learning, socializing and adapting to the environment; It was emphasized that they expected it to have a positive effect on peer interaction and preparation for primary school.…”

“…InBilgin's (2017) study, it was stated that pre-school education teachers needed support to provide necessary guidance to students and parents with special educational needs. In Türkeç's (2012) study, it was stated that preschool teachers consider themselves highly competent in taking into account the individual differences of children, supporting the effort of the child's academic development, and collaborating with relevant experts and families in order to determine the developmental level and learning style of children with learning needs are being done.…”

Okul öncesi rehberlik hizmetlerinin değerlendirilmesi

“…Bu yıllar arasında aktif olan okul öncesi rehberlik hizmetlerine yönelik çeşitli araştırmalar tasarlanmıştır. Bu araştırmalar nicel, nitel ve karma yöntemlerde düzenlendiği gibi farklı örneklem grupları dâhil edilerek farklı veya birbirini destekleyen sonuçlar elde edilmiştir (Akalın, 2014;Bilgin, 2017;Eren, 2014;Kardeş ve Akman, 2016;Kılıçoğlu, 2013;Nas, Sak ve Sak, 2017;Tekin, 2012;Yerlikaya, Sak ve Şahin-Sak, 2014). Ancak yapılan incelemelerde, 2014 yılında okul öncesi eğitim kurumlarında kaldırılan rehber öğretmen norm kadrosunun tekrar aktif hâle getirilmesinin ardından okul öncesi eğitim rehberlik hizmetlerine yönelik araştırmaların ve özellikle de rehber öğretmen, okul öncesi öğretmeni ve ebeveynlerin dâhil edildiği araştırmaların yetersiz olduğu tespit edilmiştir.…”