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The purpose of this study is to adapt "Multicultural Efficacy Scale" developed by Guyton ve Wesche (2005) into Turkish and to conduct the validity and reliability analyses. The sample of this study consisted of 583 teacher candidates. Initially, studies regarding the linguistic equivalence were carried out. Afterwards, Exploratory and Confirmatory Factor Analyses were conducted. The results of the exploratory factor analysis indicated a structure consisting of 31 items under 3 factors and the factors accounted for the 43% of the total variance. Results of Confirmatory Factor Analysis demonstrated a good fit for a 3-factor model of multicultural education (multicultural experience, attitude and efficacy) with 26 items (RMSEA= .37, NNFI= .95, GFI= .90, CFI= .96, SRMR= .49). The results indicated that Turkish form of MES is a valid and reliable scale and can be used in scientific studies.
The purpose of this study is to adapt "Multicultural Efficacy Scale" developed by Guyton and Wesche (2005) into Turkish and to conduct the validity and reliability analyses. The sample of this study consisted of 583 teacher candidates. Initially, studies regarding the linguistic equivalence were carried out. Afterwards, Exploratory and Confirmatory Factor Analysis were conducted. The results of the exploratory factor analysis indicated a structure consisting of 31 items under 3 factors and the factors accounted for the 43% of the total variance. Results of Confirmatory Factor Analysis demonstrated a good fit for a 3-factor model of multicultural education (multicultural experience, attitude and efficacy) with 26 items (RMSEA= .37, NNFI= .95, GFI= .90, CFI= .96, SRMR= .49). The results indicated that Turkish form of MES is a valid and reliable scale and can be used in scientific studies.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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