Özet:

This study aims to adapt the Global Competence Scale developed by Brantley-Todd (2017) to Turkish culture and to test the validity and reliability of the scale based on teacher data. Survey design was used in the research. In this direction, descriptive method was applied and quantitative research tech-niques were used. Research data were obtained from teachers working in the central districts of Ankara in the second term of the 2019-2020 academic year. The study was carried out in two stages with two different study groups. The pilot study, which is the first phase, was carried out with a total of 200 teachers working in public and private secondary education institutions in Ankara. In the second phase which is the main implementation, the study was carried out with 406 teachers working in public secondary education institutions in nine central districts of Ankara. Validity and reliability studies were carried out after the data sets belonging to the Scale were examined for their suitability to analysis in terms of various assumptions. In the pilot phase of the study, the validity of the Scale was tested by exploratory factor analysis (EFA). As a result of EFA analysis, the 4-factor structure of the scale named as communication skills, open-mindedness, self-knowledge and problem solving styles was confirmed. Then, in the main application, the construct validity of the Scale was tested by confirmatory factor analysis (CFA). The reliability of Scale was evaluated by calculating Cronbach's Alpha coefficient. As a result of the analysis, it was concluded that the 32-item Global Competence Scale, which was determi-ned to comply with the theoretical foundations, was a valid and reliable measurement tool in line with the teachers' opinions.

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