Abstract:

The aim of this study is to adapt the Delaware School Climate Scale (DOI-O) to the Turkish Culture, developed by Bear, Gaskins, Blank and Chen (2011) for first, secondary and high school students and updated by Yang, Bear, Chen, Zhang, Blank and Huang (2013). The provision of the linguistic equivalent of the Turkish version of the measurement materials was carried out by the opinion of a group of experts in English and Turkish languages. The structural validity of the DOI-Ö has been tested with Verifying Factor Analysis (DFA). The scale for the DFA, based on the voluntary essence, was applied to a total of 333 high school students who studied in different kinds of schools in the 2017-2018 academic year in the spring period, based on the voluntary essence according to the appropriate sample direction-mines for the purpose. The DFA analysis has confirmed that the model’s factor structures and compatibility values are at less “acceptable” levels. It is found that the DOI-Ö substances have a sufficient level of distinctive characteristics. The Cronbach Alpha ratio was .80 for the size of the teacher-student relations; .67 for the size of the student-student relations; .73 for the size of the school interest; .73 for the size of the fairness of the school rules and .84 for the size of the scale. The ratio value of the scale whole and the sub-dimensional-r indicates that there is a positive meaningful linear relationship between the scale whole and the sub-dimensional. So DFA confirmed the original structure. The subdimensions are translated into Turkish in the form of "learer-student relations", "learer-student relations", "school interest" and "fairness of school rules". There are 17 items available as the original in the adjusted scale. As a result, it has been found that the DOI-Ö, adapted to the Turkish culture, is a valid and reliable measurement tool. In particular, this scale may be useful in the point of achieving various conclusions about the management processes of schools.