Abstract:

This study aims to develop a valid and reliable measurement tool to determine teachers' views on error management culture in schools. Accordingly, this research is a scale development study. The research was conducted with two different study groups determined by criterion sampling, one of the purposeful sampling methods. The first study group consists of 268 teachers. Exploratory factor analysis (EFA) and reliability analyzes were performed with these data. According to EFA, the scale consists of one dimension and 8 items. The total variance explained by the scale is 56.09%. For reliability, Cronbach Alpha coefficient (.90) and Omega coefficient (.90), item total correlations (.78-.47) were calculated. The second study group consists of 200 teachers. The data obtained at this stage were used for confirmatory factor analysis (CFA) to test the model fit. According to the CFA results, the model fit indexes of the scale (χ2/sd=2.66, RMSEA=.09, SRMR=.04, NFI=1.00, NNFI=1.00, CFI=1.00, GFI=1.00, AGFI=.99) show that it has good fit. These findings show that the scale is valid and reliable for determining teachers' views on error management culture in schools. This scale can be accepted as a practical data collection tool for researchers. This research is limited to the opinions of teachers working in public schools. It is thought that the studies carried out with this scale will contribute to the learning, innovation, development and improvement studies in schools.

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