Atıf Sayısı
4
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62
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20
Okul güvenliği, çalışanları tarafından, her türlü tehlikelerden uzak tutularak güvenliğin sağlanmasını, pozitif insan ilişkileri ve güvenli iklim ortamı oluşturarak öğretmen ve öğrencilerin güvenliğe ilişkin kaygılarının azaltılmasını vurgulamaktadır. Bu bağlamda bu araştırmanın amacı, okul güvenlik düzeyini belirleme ölçeğini geliştirmektir. Ölçek, kapsamlı bir literatür taramasına dayalı olarak ve uzman görüşleri doğrultusunda geliştirilen taslak formun Van ili ve ilçelerinde görevli önce 210, daha sonra 415 öğretmen üzerinde uygulanmasıyla geliştirilmiştir. Ölçeğin yapı geçerliği için faktör analizi tekniği olan temel bileşenler analizi uygulanmış, belirlenen yapı ayrıca doğrulayıcı faktör analizi ile doğrulanmıştır. Güvenirlik çalışması için Cronbach Alpha katsayısı hesaplanmıştır. Ayrıca her bir maddenin ayırt ediciliği için madde toplam korelasyonlarına bakılmıştır. ‘‘Okul Güvenlik Ölçeği (OGÖ) olarak adlandırılan ölçeğin eğitim örgütlerinde öğretmenlerin kurumlarına ilişkin güvelik düzeyini ölçebilecek geçerli ve güvenilir bir ölçme aracı olduğu sonucuna ulaşılmıştır. 27 maddeden oluşan ölçek durumsal, eylemsel/olgusal, önlemsel ve içsel olmak üzere dört faktörlü çıkmıştır. Ölçek beşli derecelendirmeli Likert tipinde bir katılım ölçeğidir.
School safety highlights ensuring safety through avoidance of any dangers by school staff, and decreasing teacher-student anxiety about safety through positive interpersonal relationship establishment and creating a safe climate. In this context, the purpose of this study was to develop a scale to determine school safety level. The scale was developed following the application of a draft form which was based on a comprehensive literature review and expert views to primarily 210 teachers and 415 later, employed in schools of Van province and districts. The main component analysis, a factor analysis technique, was employed for the construction validity of the scale and the determined construction was also confirmed by confirmatory factor analysis. Cronbach Alpha coefficient was calculated for reliability study. Moreover, item total correlations were examined for item discrimination of each one. It was concluded that the scale, which was named as "the School Safety Scale" (SSS), was a valid, reliable measurement tool to be employed to measure school safety by teachers in educational institutions. The 27-item scale had the following four factors: situational, actual/fenomenal, preventive and internal. The scale was a five-point Likert-type agreement scale.
School safety highlights ensuring safety through avoidance of any dangers by school staff, and decreasing teacher-student anxiety about safety through positive interpersonal relationship establishment and creating a safe climate. In this context, the purpose of this study was to develop a scale to determine school safety level. The scale was developed following the application of a draft form which was based on a comprehensive literature review and expert views to primarily 210 teachers and 415 later, employed in schools of Van province and districts. Principal component analysis, a factor analysis technique, was employed for the construction validity of the scale and the determined construction was also confirmed by confirmatory factor analysis. Cronbach Alpha coefficient was calculated for reliability study. Moreover, item total correlations were examined for item discrimination of each one. It was concluded that the scale, which was named as “the School Safety Scale” (SSS), was a valid, reliable measurement tool to be employed to measure school safety by teachers in educational institutions. The 27-item scale had the following four factors: situational, actual/phenomenal, preventive and internal. The scale was a five point Likert-type agreement scale.
Alan : Eğitim Bilimleri
Dergi Türü : Ulusal
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