Özet:

The concept of teaching activity has been frequently introduced in international literature over the past 30 years and studies on the subject have increased in recent years. However, the subject has not been studied in the context of Turkey and has not been developed or adapted any scale that can be used to measure the teaching activity. The purpose of this work, Liu vd. (2016) is the adaptation of the Teacher's Failure Scale to the Turkish. The examples of the study are made up of 376 teachers who are working in primary, secondary and secondary schools in the provinces of Konya, Namıyaman and Yozgat. Verification Factor Analysis (DFA) was conducted to determine the structure validity of the measurement. The DFA resulted in a structure consisting of four dimensions (learning effectiveness, teaching effectiveness, optimism and constructive participation) that showed consistency with the original form of the scale. As in the original form, in the Turkish form, the internal consistency values of points obtained from the lower dimensions of the scale consisting of 24 items range from .72 to .83. The research results show that the Teacher Failure Scale (ÖFÖ) adapted to Turkey is a valid and reliable measurement tool that can be used to determine the level of failure of teachers working in primary, secondary and high school.

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