Özet:

The substance-total and substance-rester correlation analysis resulted in a meaningful relationship. The 27% sub- and upper group independent t test found substance differentiability (p<.001) meaningful. The study found that the "Mekanal Regulation Satisfaction Scale" was a valid and reliable measurement tool that would show teachers their perceptions of satisfaction with the regulations made in schools. The results of Kaiser-Meyer-Olkin (KMO=.923) and Bartlett's (Bartletts Test of Sphericity= 4178.148) tests found the data suitable for AFA. The measurement consists of a total of 23 substances in 4 factors, and the total variance of 23 substances is 59.586%. As a result of the verifying factor analysis, the conformity values of the scale were found to be "acceptable" and "excellent" in the scale and the 4 factor structure was verified. The Cronbach-Alpha reliability ratio is represented as .93. In this study, a scale of validity and reliability studies aimed at determining the levels of satisfaction of teachers with respect to spatial arrangements in schools was defined as the subject of the study "Spatial arrangement satisfaction scale: validity and reliability study" in order to develop a scale of validity and reliability studies aimed at determining the levels of satisfaction of teachers. The research is in the quantum general scan model. In the 2017-2018 educational year, Istanbul forms a 368 teachers sample group selected from the universe, consisting of teachers working in high schools and high schools on the European side. According to the purpose of the research, a material pool consisting of 104 materials was created according to the scale development stages. According to the expert and teacher’s opinions, 47 material draft scale was created. 401 teachers have been taught the draft scale applied to 368 scale assessment. In the framework of the validity study of the measurement, the analysis of the detection and verification factor studies have been conducted, the reliability consistency has been analyzed.

Özet:

In this research, "Spatial Regulation Satisfaction Scale on Schools: Validity and Reliability Study" was defined as a research topic in order to develop a scale with validity and reliability studies aiming to determine teachers' satisfaction levels for spatial arrangements in schools. The research is in the quantitative general screening model. In the academic year 2017-2018, 368 teachers selected by simple simple sampling from the class consisting of teachers working in secondary schools and high schools in Istanbul-Europe-Europe constitute the sample group. In line with the aim of the research, a pool of substances consisting of 104 items was formed in line with the stages of scale development. A 47-item draft scale was drawn up in the direction of expert and teacher opinions. 401 teachers were applied to the draft scale and 368 scales were evaluated. Explanatory and confirmatory factor analysis studies were carried out within the validity study of the scale and the consistency within the reliability was analyzed. As a result of the tests of Kaiser-Meyer-Olkin (KMO = .923) and Bartlett's (Bartletts Test of Sphericity = 4178.148), the data were found suitable for AFA. It was determined that the scale consists of 23 items in 4 factors and 59.59% of the total variance of 23 items. As a result of the confirmatory factor analysis, it was observed that the compliance values ​​of the scale were "acceptable" and "perfect" and the 4 factorial structure was confirmed. The Cronbach-Alpha reliability coefficient of the scale was .93. A significant relationship was found as a result of item-total and item-remaining correlation analysis. The item discrimination between the factors was found to be significant (p <.001) as a result of 27% lower and upper group independent t test. As a result of the research, "Spatial Regulation Satisfaction Scale" was determined as a result of analyzes that teachers were a valid and reliable measurement tool that would reveal the satisfaction perceptions about the regulations made at the schools.

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