Özet:

The aim of this research is to develop a measurement tool to determine the levels of self-qualification of teachers for scientific research. 556 teachers from different branches participated in the study. Opening factor analysis has shown that the self-sufficiency scale achieved from the first and second level verifying factor analysis and reliability analysis has high validity and reliability. The scale of the analytical and verifying factor analysis was achieved, consisting of 6 factors and 37 items. The internal validity of the measurement, the top and bottom groups of 27% were assessed by the 'independent groups t test' and the difference was statistically meaningful. According to the results obtained, the scale shows a structure of 6 factors while the reliability ratio for the scale is calculated as 0.92 for the general, and for the factors accordingly reporting 0.92; data analysis 0.81; literary scanning 0.89; method 0.89; hypothesis(s) determination 0.88 and problem identification 0.86. According to the results of the verifying factor analysis studies, the recommended model-related conformity index was calculated as GFI (0.77), CFI (0.97), NFI (0.95), RMSEA (0.073), CFI (0.97), AGFI (0.73), SRMR (0.062). The results show that the scale is suitable for teachers to measure their perceptions of self-sufficiency for scientific research.

Özet:

The aim of this study is to develop an assessment tool in order to identify the self-efficacy levels of teachers regarding the scientific research. 556 teachers, teaching on various fields of education, have participated in the study. The data acquired from the exploratory factor analysis, primary and secondary level confirmatory factor analysis and reliability analysis show that self-efficacy scale has high validity and reliability. As a result of the exploratory and confirmatory factor analysis, a scale, composed of 6 factors and 37 articles was attained. The internal validity of the scale is assessed through the super- and sub-groups of 27% ‘independent samples t-test’ and it was concluded that the variation is statistically meaningful.  According to the results, along with the 6-factors structure of the scale, it was calculated that the reliability co-efficient of the overall scale is 0,92, and for the factors, respectively, reporting is 0,92; data analysis is 0.81; literature review is 0,89; method is 0,89; identifying hypothesi(e)s is 0,88 and defining the problem is 0,86. As to the result of the studies of confirmatory factor analysis, the compatibility indexes regarding the recommended model are calculated as GFI (0.77), CFI (0.97), NFI (0.95), RMSEA (0.073), CFI (0.97), AGFI (0.73), SRMR (0.062). The results indicate that the scale is suitable for assessing the self-efficacy perceptions of the teachers regarding the scientific research. 

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