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Kolektif Öğretmen Kültürü Ölçeğinin Türkçeye Uyarlanması

Year 2022, Issue: 54, 1360 - 1381, 28.12.2022
https://doi.org/10.53444/deubefd.1172983

Abstract

Bu araştırmada, Skaalvik ve Skaalvik (2021) tarafından geliştirilen Kolektif Öğretmen Kültürü (Collective Teacher Culture) Ölçeğinin (KÖKÖ) Türkçeye uyarlanmasına yönelik geçerlik ve güvenirlik çalışmaları yapılmıştır. Bu kapsamda, öncelikle ilgili ölçeğin Türkçe çevirisi yapılarak dil ve kapsam geçerliğine yönelik işlemler gerçekleştirilmiştir. Bu işlemler sonrasında oluşan Türkçe ölçek formu ile toplanan veriler üzerinden güvenirlik ve geçerliğe yönelik analizler yapılmıştır. Analizlerde, Türkiye’nin çeşitli illerindeki kamu okullarında (anaokulu, ilkokul, ortaokul, lise, Bilim ve Sanat Merkezi, Halk Eğitim Merkezi) görev yapmakta olan 346 öğretmenden toplanan veriler kullanılmıştır. Yapı geçerliği için kullanılan açıklayıcı faktör analizi (AFA) ve doğrulayıcı faktör analizi (DFA) ölçeğin iki boyut ve 17 maddeden oluşan yeni bir formunu oluşturmuştur. Bu kapsamda, ölçeğin Türkçe formunun alt boyutları olarak öğretmenler arası ortak anlayış ve öğretmen işbirliği boyutları elde edilmiştir. Sonuç olarak, Kolektif Öğretmen Kültürü Ölçeğinin Türkçe formunun geçerlik ve güvenirliğine yönelik yeterli kanıtlar sunulmuştur.

References

  • Adams, C. M., & Forsyth, P. B. (2006). Proximate sources of collective teacher efficacy. Journal of Educational Administration, 44(6), 625-642.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
  • Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9(3), 75-78.
  • Bolman, L.G. and Deal, T.E. (2008). Reframing Organizations: Artistry, Choice and Leadership (4th ed). San Francisco: Jossey Bass.
  • Brislin, R. W. (1980). Translation and content analysis of oral and written material. In H. C. Triandis & J. W. Berry (Eds.) Handbook of cross-cultural psychology, Methodology. Boston: Allen and Becon.
  • Brudney J.L., Hebert, F.T. and Wright, D.S. (2000) From organizational values to organizational roles: Examining representative bureaucracy in state administration. Journal of Public Administration Research and Theory, 10(3), 491–512.
  • Büyüköztürk, Ş. (2005). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegema yayıncılık.
  • Cansoy, R., Parlar, H. and Polatcan, M. (2020). Collective teacher efficacy as a mediator in the relationship between instructional leadership and teacher commitment. International Journal of Leadership in Education. Doi: 10.1080/13603124.2019.1708470.
  • Çoban, A. E., (2005). Psikolojik danışmanlar için meslektaş dayanışması. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1(1), 167-174.
  • Çoban, Ö., Özdemir, N. and Bellibaş, M. Ş. (2020). Trust in principals, leaders’ focus on instruction, teacher collaboration, and teacher self-efficacy: testing a multilevel mediation model. Educational Management Administration & Leadership, 1741143220968170.
  • Cronbach, L.J. (1990). Essentials of Psychological Testing (5th ed.). New York: Harper Collins Publishers.
  • Darling-Hammond L., (2017). Teacher education around the world: what can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309.
  • Donohoo, J., O'Leary, T., and Hattie, J. (2020). The design and validation of the enabling conditions for collective teacher efficacy scale (EC-CTES). Journal of Professional Capital and Community.
  • Eells, R. (2011). Meta-analysis of the relationship between collective efficacy and student achievement. Dissertation. Loyola University of Chicago.
  • Flores, M. A. (2020). Surviving, being resilient and resisting: Teachers’ experiences in adverse times. Cambridge Journal of Education, 50(2), 219-240.
  • Geijsel F., Sleegers P., Stoel R. And Krüger, M. L. (2009). The effect of teacher psychological, school organizational and leadership factors on teachers’ professional learning in Dutch schools. The Elementary School Journal, 109(4), 406–427.
  • Geisler, M., Berthelsen, H. and Muhonen, T. (2019). Retaining social workers: The role of quality of work and psychosocial safety climate for work engagement, job satisfaction, and organizational commitment. Human Service Organizations: Management, Leadership and Governance, 43(1), 1–15.
  • Goddard, R.D., Goddard, Y., Sook, K. E. and Miller, R. (2015). A theoretical and empirical analysis of the roles of instructional leadership, teacher collaboration, and collective efficacy beliefs in support of student learn- ing. American Journal of Education, 121(4), 501–530.
  • Goddard, YL., Goddard RD. and Tschannen-Moran M. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools, Teachers College Record, 109(4), 877–896.
  • Goddard YL and Kim M (2018) Examining connections between teacher perceptions of collaboration, differentiated instruction, and teacher efficacy. Teachers College Record, 120(1), 1–24.
  • Gray JA and Summers R (2015) International professional learning communities: the role of enabling school structures, trust, and collective efficacy. International Education Journal: Comparative Perspectives, 14(3), 61–75.
  • Greenfield, T. and Ribbins, P. (eds) (1993). Greenfield on Educational Administration. London: Routledge. Hair, J. F., Anderson, R.E., Tatham, R.L., & Black, W.C. (1998). Multivariate Data Analysis (5th ed.). New Jersey: Pearson Education.
  • Hallinger, P. and Murphy, J. (1985). What’s effective for whom? School context and student achievement. Planning and Changing, 16 (3), 152–160.
  • Jeong, J. (2004). Analysis of the factors and the roles of hrd in organizational learning styles as ıdentified by key ınformants at selected corporations in the Republic of Korea, Phd Thesis, Texas A&M University, USA. Johnson DW and Johnson RT (1989) Cooperation and Competition: Theory and Research. Edina: Interaction Book Company.
  • Jöreskog, K.G., & Sörbom, D. (2001). Lisrel 8: User’s Reference Guide. Scientific Software International, Chicago. Karacabey, M. F., Bellibaş, M. Ş., & Adams, D. (2022). Principal leadership and teacher professional learning in Turkish schools: Examining the mediating effects of collective teacher efficacy and teacher trust. Educational Studies, 48(2), 253-272.
  • Kılıç, K. C., & Yener, D. (2015). Birey-örgüt ve birey-iş uyumunun çalışanların iş tutumlarına etkisi: Adana ilinde bankacılık sektöründe çalışanlar üzerine bir araştırma. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 24(1), 161-174.
  • Levine, T. H., & Marcus, A. S. (2007). Closing the achievement gap through teacher collaboration: Facilitating multiple trajectories of teacher learning. Journal of Advanced Academics, 19(1), 116-138.
  • Liu, Y., Bellibaş, M. Ş., & Gümüş, S. (2021). The effect of instructional leadership and distributed leadership on teacher self-efficacy and job satisfaction: Mediating roles of supportive school culture and teacher collaboration. Educational Management Administration & Leadership, 49(3), 430-453.
  • Little BL and Madigan RM (1997) The relationship between collective efficacy and performance in manufacturing work teams. Small Group Research, 28(4), 517–534.
  • Logsdon JM (1991) Interests and interdependence in the formation of social problem-solving collaborations. The Journal of Applied Behavioral Science 27(1): 23–37.
  • Moller, S., Michelson, R. A., Stearns, E., Banerjee, N. and Bottia, M. C. (2013). Collective pedagogical teacher culture and mathematics achievement: Differences by race, ethnicity, and socioeconomic status. Sociology of Education, 86(2), 174–194.
  • Muchinsky, P. M. & Monahan, C. J. (1987). What is person–environment congruence: Supplementary versus complementary models of fit. Journal of Vocational Behavior, 31, 268–277.
  • Nunnally, J. & Bernstein, I. (1994). Psychometric theory. New York: McGraw Hill.
  • Özcan, H. U. (2012). Birey-Örgüt Degerleri Arasındaki Uyumun Örgütle Özdeşlesme ile İliskisi. Turk Psikoloji Yazilari, 15(29), 25.
  • Polat, D. D. (2019). Öğretmenlerin yılmazlık düzeyleri ile iş doyumu, mesleki tükenmişlik, örgütsel bağlılık düzeyleri ve örgüt iklimi algıları arasındaki ilişkilerin incelenmesi, Yayınlanmamış yüksek lisans tezi, Sakarya Üniversitesi.
  • Ross, J., Hogaboam-Gray, A. and Gray, P. (2004). Prior student achievement, collaborative school processes, and collective teacher efficacy. Leadership and Policy in Schools, 3(3), 163-188.
  • Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological monographs: General and applied, 80(1), 1.
  • Senge, P. (1990). The Fifth Discipline: The Art and Practice of the Learning Organization. New York: Currency Doubleday.
  • Schein, EH. (1992). Organizational Culture and Leadership (2nd ed). San Francisco: Jossey.
  • Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: tests of significance and descriptive and goodness of fit measures. Methods of Psychological Research Online, 8(2), 23–74.
  • Schlichte, J., Yssel, N., & Merbler, J. (2005). Pathways to burnout: Case studies in teacher isolation and alienation. Preventing School Failure: Alternative Education for Children and Youth, 50(1), 35-40.
  • Scott, S. G., and Bruce, R. A. (1994). Determinants of innovative behavior: A path model of individual innovation in the workplace. Academy of Management Journal, 37(3), 580-607.
  • Skaalvik, E. M. and Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain fac- tors, perceived collective teacher efficacy, and teacher Burnout. Journal of Educational Psychology, 99(3), 611–625.
  • Skaalvik, E. M. and Skaalvik, S. (2017). Still motivated to teach? A study of school context variables, stress and job satisfaction among teachers in senior high school. Social Psychology of Education, 20(1), 15-37.
  • Skaalvik, E. M. and Skaalvik, S. (2018). Job demands and job resources as predictors of teacher motivation and well-being. Social Psychology of Education, 21, 1251–1275.
  • Skaalvik, E. M. and Skaalvik, S. (2019). Teacher self-efficacy and collective teacher efficacy: relations with perceived job resources and job demands, feeling of belonging, and teacher engagement. Crea- tive Education, 10(7), 1400–1424.
  • Skaalvik, E. M., & Skaalvik, S. (2021). Collective teacher culture: exploring an elusive construct and its relations with teacher autonomy, belonging, and job satisfaction. Social Psychology of Education, 24(6), 1389-1406.
  • Stearns, E., Banerjee, N., Moller, S., & Mickelson, R. A. (2015). Collective pedagogical teacher culture and teacher satisfaction. Teachers College Record, 117(8), 1-32.
  • Şirin, S. ve Yücel İ. (2020). Meslektaş desteği ile ağır iş yükü ilişkisinde iş-aile çatışmasının aracılık rolü. Atatürk Üniversitesi, İktisadi Ve İdari Bilimler Fakültesi Dergisi, 34(1), 241-256.
  • Tabachnick, B. G. & Fidell, L. S. (2007). Using Multivariate Statistics (5th ed.). New York, NY: Allyn and Bacon.
  • Taşdan, M. (2010). Türkiye’deki resmi ve özel ilköğretim okulu öğretmenlerinin bireysel değerleri ile okulun örgütsel değerleri arasındaki uyum düzeyi. Kuram ve Uygulamada Eğitim Yönetimi, 1(1), 113-148.
  • Thomson, A. M. and Perry, J. L. (2006). Collaboration Processes: Inside the Black Box. Public Administration.
  • Truijen KJ, Sleegers PJC, Meelissen MR and Nieuwenhuis AFM (2013) What makes teacher teams in a vocational education context effective? A qualitative study of managers’ view on team working. Journal of Workplace Learning, 25(1), 58–73.
  • Vangrieken K, Dochy F, Raes E and Kyndt E (2015) Teacher collaboration: a systematic review. Educational Research Review, 15, 17–40.
  • Velicer, W. F. (1976). Determining the number of components from the matrix of partial correlations. Psychometrica, 41(3), 321-327.
  • Waddell, J. H. (2010). Fostering relationships to increase teacher retention in urban schools. Journal of Curriculum and Instruction, 4(1), 70–85.
  • Wahlstrom K.L. and Louis K.S. (2008). How teachers experience principal leadership: the roles of professional community, trust, efficacy, and shared responsibility. Educational Administration Quarterly, 44(4), 458–495. Yahyagil, M. Y. (2005). Birey ve organizasyon uyumu ve çalişanlarin iş tutumlarina etkisi. Öneri Dergisi, 6(24), 137-149.
  • Yücel, İ., & Çetinkaya, B. (2016). Birey-örgüt uyumu ile örgütsel bağlılık arasındaki ilişkide cinsiyetin rolü: Kayseri örneği. Aksaray Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 8(3), 17-30.
Year 2022, Issue: 54, 1360 - 1381, 28.12.2022
https://doi.org/10.53444/deubefd.1172983

Abstract

References

  • Adams, C. M., & Forsyth, P. B. (2006). Proximate sources of collective teacher efficacy. Journal of Educational Administration, 44(6), 625-642.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
  • Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9(3), 75-78.
  • Bolman, L.G. and Deal, T.E. (2008). Reframing Organizations: Artistry, Choice and Leadership (4th ed). San Francisco: Jossey Bass.
  • Brislin, R. W. (1980). Translation and content analysis of oral and written material. In H. C. Triandis & J. W. Berry (Eds.) Handbook of cross-cultural psychology, Methodology. Boston: Allen and Becon.
  • Brudney J.L., Hebert, F.T. and Wright, D.S. (2000) From organizational values to organizational roles: Examining representative bureaucracy in state administration. Journal of Public Administration Research and Theory, 10(3), 491–512.
  • Büyüköztürk, Ş. (2005). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegema yayıncılık.
  • Cansoy, R., Parlar, H. and Polatcan, M. (2020). Collective teacher efficacy as a mediator in the relationship between instructional leadership and teacher commitment. International Journal of Leadership in Education. Doi: 10.1080/13603124.2019.1708470.
  • Çoban, A. E., (2005). Psikolojik danışmanlar için meslektaş dayanışması. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1(1), 167-174.
  • Çoban, Ö., Özdemir, N. and Bellibaş, M. Ş. (2020). Trust in principals, leaders’ focus on instruction, teacher collaboration, and teacher self-efficacy: testing a multilevel mediation model. Educational Management Administration & Leadership, 1741143220968170.
  • Cronbach, L.J. (1990). Essentials of Psychological Testing (5th ed.). New York: Harper Collins Publishers.
  • Darling-Hammond L., (2017). Teacher education around the world: what can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309.
  • Donohoo, J., O'Leary, T., and Hattie, J. (2020). The design and validation of the enabling conditions for collective teacher efficacy scale (EC-CTES). Journal of Professional Capital and Community.
  • Eells, R. (2011). Meta-analysis of the relationship between collective efficacy and student achievement. Dissertation. Loyola University of Chicago.
  • Flores, M. A. (2020). Surviving, being resilient and resisting: Teachers’ experiences in adverse times. Cambridge Journal of Education, 50(2), 219-240.
  • Geijsel F., Sleegers P., Stoel R. And Krüger, M. L. (2009). The effect of teacher psychological, school organizational and leadership factors on teachers’ professional learning in Dutch schools. The Elementary School Journal, 109(4), 406–427.
  • Geisler, M., Berthelsen, H. and Muhonen, T. (2019). Retaining social workers: The role of quality of work and psychosocial safety climate for work engagement, job satisfaction, and organizational commitment. Human Service Organizations: Management, Leadership and Governance, 43(1), 1–15.
  • Goddard, R.D., Goddard, Y., Sook, K. E. and Miller, R. (2015). A theoretical and empirical analysis of the roles of instructional leadership, teacher collaboration, and collective efficacy beliefs in support of student learn- ing. American Journal of Education, 121(4), 501–530.
  • Goddard, YL., Goddard RD. and Tschannen-Moran M. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools, Teachers College Record, 109(4), 877–896.
  • Goddard YL and Kim M (2018) Examining connections between teacher perceptions of collaboration, differentiated instruction, and teacher efficacy. Teachers College Record, 120(1), 1–24.
  • Gray JA and Summers R (2015) International professional learning communities: the role of enabling school structures, trust, and collective efficacy. International Education Journal: Comparative Perspectives, 14(3), 61–75.
  • Greenfield, T. and Ribbins, P. (eds) (1993). Greenfield on Educational Administration. London: Routledge. Hair, J. F., Anderson, R.E., Tatham, R.L., & Black, W.C. (1998). Multivariate Data Analysis (5th ed.). New Jersey: Pearson Education.
  • Hallinger, P. and Murphy, J. (1985). What’s effective for whom? School context and student achievement. Planning and Changing, 16 (3), 152–160.
  • Jeong, J. (2004). Analysis of the factors and the roles of hrd in organizational learning styles as ıdentified by key ınformants at selected corporations in the Republic of Korea, Phd Thesis, Texas A&M University, USA. Johnson DW and Johnson RT (1989) Cooperation and Competition: Theory and Research. Edina: Interaction Book Company.
  • Jöreskog, K.G., & Sörbom, D. (2001). Lisrel 8: User’s Reference Guide. Scientific Software International, Chicago. Karacabey, M. F., Bellibaş, M. Ş., & Adams, D. (2022). Principal leadership and teacher professional learning in Turkish schools: Examining the mediating effects of collective teacher efficacy and teacher trust. Educational Studies, 48(2), 253-272.
  • Kılıç, K. C., & Yener, D. (2015). Birey-örgüt ve birey-iş uyumunun çalışanların iş tutumlarına etkisi: Adana ilinde bankacılık sektöründe çalışanlar üzerine bir araştırma. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 24(1), 161-174.
  • Levine, T. H., & Marcus, A. S. (2007). Closing the achievement gap through teacher collaboration: Facilitating multiple trajectories of teacher learning. Journal of Advanced Academics, 19(1), 116-138.
  • Liu, Y., Bellibaş, M. Ş., & Gümüş, S. (2021). The effect of instructional leadership and distributed leadership on teacher self-efficacy and job satisfaction: Mediating roles of supportive school culture and teacher collaboration. Educational Management Administration & Leadership, 49(3), 430-453.
  • Little BL and Madigan RM (1997) The relationship between collective efficacy and performance in manufacturing work teams. Small Group Research, 28(4), 517–534.
  • Logsdon JM (1991) Interests and interdependence in the formation of social problem-solving collaborations. The Journal of Applied Behavioral Science 27(1): 23–37.
  • Moller, S., Michelson, R. A., Stearns, E., Banerjee, N. and Bottia, M. C. (2013). Collective pedagogical teacher culture and mathematics achievement: Differences by race, ethnicity, and socioeconomic status. Sociology of Education, 86(2), 174–194.
  • Muchinsky, P. M. & Monahan, C. J. (1987). What is person–environment congruence: Supplementary versus complementary models of fit. Journal of Vocational Behavior, 31, 268–277.
  • Nunnally, J. & Bernstein, I. (1994). Psychometric theory. New York: McGraw Hill.
  • Özcan, H. U. (2012). Birey-Örgüt Degerleri Arasındaki Uyumun Örgütle Özdeşlesme ile İliskisi. Turk Psikoloji Yazilari, 15(29), 25.
  • Polat, D. D. (2019). Öğretmenlerin yılmazlık düzeyleri ile iş doyumu, mesleki tükenmişlik, örgütsel bağlılık düzeyleri ve örgüt iklimi algıları arasındaki ilişkilerin incelenmesi, Yayınlanmamış yüksek lisans tezi, Sakarya Üniversitesi.
  • Ross, J., Hogaboam-Gray, A. and Gray, P. (2004). Prior student achievement, collaborative school processes, and collective teacher efficacy. Leadership and Policy in Schools, 3(3), 163-188.
  • Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological monographs: General and applied, 80(1), 1.
  • Senge, P. (1990). The Fifth Discipline: The Art and Practice of the Learning Organization. New York: Currency Doubleday.
  • Schein, EH. (1992). Organizational Culture and Leadership (2nd ed). San Francisco: Jossey.
  • Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: tests of significance and descriptive and goodness of fit measures. Methods of Psychological Research Online, 8(2), 23–74.
  • Schlichte, J., Yssel, N., & Merbler, J. (2005). Pathways to burnout: Case studies in teacher isolation and alienation. Preventing School Failure: Alternative Education for Children and Youth, 50(1), 35-40.
  • Scott, S. G., and Bruce, R. A. (1994). Determinants of innovative behavior: A path model of individual innovation in the workplace. Academy of Management Journal, 37(3), 580-607.
  • Skaalvik, E. M. and Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain fac- tors, perceived collective teacher efficacy, and teacher Burnout. Journal of Educational Psychology, 99(3), 611–625.
  • Skaalvik, E. M. and Skaalvik, S. (2017). Still motivated to teach? A study of school context variables, stress and job satisfaction among teachers in senior high school. Social Psychology of Education, 20(1), 15-37.
  • Skaalvik, E. M. and Skaalvik, S. (2018). Job demands and job resources as predictors of teacher motivation and well-being. Social Psychology of Education, 21, 1251–1275.
  • Skaalvik, E. M. and Skaalvik, S. (2019). Teacher self-efficacy and collective teacher efficacy: relations with perceived job resources and job demands, feeling of belonging, and teacher engagement. Crea- tive Education, 10(7), 1400–1424.
  • Skaalvik, E. M., & Skaalvik, S. (2021). Collective teacher culture: exploring an elusive construct and its relations with teacher autonomy, belonging, and job satisfaction. Social Psychology of Education, 24(6), 1389-1406.
  • Stearns, E., Banerjee, N., Moller, S., & Mickelson, R. A. (2015). Collective pedagogical teacher culture and teacher satisfaction. Teachers College Record, 117(8), 1-32.
  • Şirin, S. ve Yücel İ. (2020). Meslektaş desteği ile ağır iş yükü ilişkisinde iş-aile çatışmasının aracılık rolü. Atatürk Üniversitesi, İktisadi Ve İdari Bilimler Fakültesi Dergisi, 34(1), 241-256.
  • Tabachnick, B. G. & Fidell, L. S. (2007). Using Multivariate Statistics (5th ed.). New York, NY: Allyn and Bacon.
  • Taşdan, M. (2010). Türkiye’deki resmi ve özel ilköğretim okulu öğretmenlerinin bireysel değerleri ile okulun örgütsel değerleri arasındaki uyum düzeyi. Kuram ve Uygulamada Eğitim Yönetimi, 1(1), 113-148.
  • Thomson, A. M. and Perry, J. L. (2006). Collaboration Processes: Inside the Black Box. Public Administration.
  • Truijen KJ, Sleegers PJC, Meelissen MR and Nieuwenhuis AFM (2013) What makes teacher teams in a vocational education context effective? A qualitative study of managers’ view on team working. Journal of Workplace Learning, 25(1), 58–73.
  • Vangrieken K, Dochy F, Raes E and Kyndt E (2015) Teacher collaboration: a systematic review. Educational Research Review, 15, 17–40.
  • Velicer, W. F. (1976). Determining the number of components from the matrix of partial correlations. Psychometrica, 41(3), 321-327.
  • Waddell, J. H. (2010). Fostering relationships to increase teacher retention in urban schools. Journal of Curriculum and Instruction, 4(1), 70–85.
  • Wahlstrom K.L. and Louis K.S. (2008). How teachers experience principal leadership: the roles of professional community, trust, efficacy, and shared responsibility. Educational Administration Quarterly, 44(4), 458–495. Yahyagil, M. Y. (2005). Birey ve organizasyon uyumu ve çalişanlarin iş tutumlarina etkisi. Öneri Dergisi, 6(24), 137-149.
  • Yücel, İ., & Çetinkaya, B. (2016). Birey-örgüt uyumu ile örgütsel bağlılık arasındaki ilişkide cinsiyetin rolü: Kayseri örneği. Aksaray Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 8(3), 17-30.
There are 58 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Articles
Authors

Mehmet Bellibaş 0000-0003-1281-4493

Çiğdem Apaydın 0000-0002-4457-3199

Mustafa Çelik 0000-0003-0619-8495

Publication Date December 28, 2022
Published in Issue Year 2022 Issue: 54

Cite

APA Bellibaş, M., Apaydın, Ç., & Çelik, M. (2022). Kolektif Öğretmen Kültürü Ölçeğinin Türkçeye Uyarlanması. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi(54), 1360-1381. https://doi.org/10.53444/deubefd.1172983