Abstract:

The purpose of this study is to develop a scale that can be used to examine the instructional and affective influences of the central examinations on teachers. The study group includes the 389 eighth grade teachers who work at public secondary schools in Gaziantep city center. Exploratory Factor Analysis (EFA) was used to determine the distribution of the items under the factors. In the result of the EFA, which explains %48.92 the total variance, instructional influences, morale and motivation, stress and anxiety and instructional feedback, a structure consisting of four factor was obtained. The proposed factor model was tested by confirmatory factor analysis on a different sample. The result of this analysis is that the fit indices obtained (x2/ df=2.00 RMSEA=.08; GFI=.80; NNFI=.87, CFI=.89 ve RMR=.06 show that the structure had sufficient compliance. The Cronbach's alpha coefficient; .84 for instructional influences; .82 for morale and motivation; .80 for stress and anxiety; .67 for instructional feedback. The item total test correlation was calculated to determine the scale’s item distinctiveness. The item total test correlation was calculated to determine the scale’s item distinctiveness. The findings obtained from item analysis have shown that all items existing in the scale are distinctive. At the end of the analysis conducted, it’s been accepted that “Teacher's Scale that Measures the Instructional and Affective influences of the Central Examinations on the Teachers” is valid and reliable.

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