Turkish Version of the Principals’ Sense of Efficacy Scale: Validity and Reliability Stud

Abstract

Problem Statement: Principals are known as important actors in effective schools. So it is important to know which variables influence principals' success. One of these predictors can be self-efficacy. However, there is very few research about principals' sense of efficacy. Purpose of the Study:The purpose of this research was to test the psychometric properties of the Turkish version of the Principal Sense of Efficacy Scale (PSES-T).Method: Confirmatory and Exploratory factor analysis were conducted in order to determine the factor structure of the scale. Two independent samples of school administrators were used for this analysis. The relationship between social support and PSES-T were also examined in order to test the concurrent validity of the scale. Finally, internal consistency of scale was tested by using Cronbach alpha.Findings: Confirmatory factor analyses (CFA) were performed using maximum likelihood estimations, in order to assess the structural validity of the Turkish version of PSES. The model indices were χ2/df= 2,80, CFI=.873, TLI=.87, RMSEA= .100, SRMR=.064, suggesting an unacceptable fit of the model to the data. Concluding that 3 factor 18-item PSES did not fit the data obtained from a Turkish sample, an exploratory factor analysis (EFA) was conducted to further explore the factor structure of the 18-item PSES that better represented the sample data. EFA results showed strong evidence for a single factor structure of scale. Total variance explained by a single factor was 41% and factor loadings ranged from .50-.74 (M=.64). Based on the results of the EFA, the single factor model with 18 items was tested on a second sample by using CFA with the maximum likelihood method. Results indicated that single factor PSES met goodness-of-fit criteria; χ2/df= 1.6, CFI=.95, TLI= .94, RMSEA= .06, and SRMR=.04. As to the reliability results, Cronbach's Alpha was calculated as .94 for the whole scale. Also, low to moderate correlations were found between social support, and PSES was evidence for concurrent validity of scale. Conclusion and Recommendations:The overall findings of the present study provide evidence for the validity and reliability of the PSES with a Turkish sample. Validation and reliability studies of the PSES within different cultural contexts and samples are crucial for the generalizability of the scale. The current study is important in terms of bringing this scale into Turkish literature.

The Analysis of the Kindergarten Teachers’ and Teaching Assistants’ Attitudes to Their own Experiences in the Process of Inclusive Education

“…The Diken research ( 2006) also focused on the views of kindergarten teachers with regards to inclusive education, through the Turkish version of the Opinions Relative to Mainstreaming Scale (TORMS) (Diken, 2004). The results showed that the researched teachers had significantly positive attitudes towards the inclusion of children with mental disabilities.…”

Teaching Self-Efficacy at Primary Education in Greece

“…TSES -Teachers' Sense of Efficacy Scale - (Duffin et al, 2012) shows three areas of teaching effectiveness: (a) classroom management; (b) student engagement; and (c) teaching strategies. Another tool is the PSES -Principals' Sense of Efficacy Scale - (Isik & Derinbay, 2015), which consists of three subscales: effectiveness for management, effectiveness for teaching, and effectiveness for ethical leadership.…”

Attitudes of Teaching Staff in Kindergartens Towards Inclusion and their Opinions on Inclusive Education

“…Several studies have examined kindergarten teachers' attitudes and opinions towards inclusion. Study by Diken (2006) also focused on kindergarten teachers' attitudes and opinions towards inclusive education by using the Turkish version of Opinions Relative to Mainstreaming Scale (TORMS) (Diken, 2004). The results showed that the respondents had significantly positive attitudes towards inclusion of children with intellectual disabilities.…”