Özet:

This study, inspired by the theory of leadership and the transformative leadership, aims to adapt the "Transforming Teaching Scale" developed by Beauchamp and others (2010) to the Turkish language. The study included 141 girls, 124 men, and a total of 265 students (ort.age = 16 ±.95 years - 15-19 years). The scale is used to evaluate the teacher’s behavior by the perceptions of the students. The scale consists of 16 elements and four subdimensions: idealization effect, inspiring motivation, intellectual encouragement and individual respect. In the analysis of the data, pearson correlation analysis, Cronbach alpha internal consistency ratio and verifying factor analysis were used. For the structure of 16 matters and 4 factors, the correlations of the English forms are 0.79-0. The test-re-test correlations were found in the range of 0.77-0.85. The internal consistency values are between 0.78-0.87, and the factor load values of the scale are between 0.48 and 0.83. According to the verifying factor analysis, the model’s conformity index values (χ2/sd=2.474, RMSEA=0.075; CFI=0.98, NFI=0.97, NNFI=0.98, IFI=0.98, RFI=0.97, GFI=0.90, AGFI=0.86) are acceptable and displayed in perfect conformity limits. It can be said that the Turkish version of the "Conversive Teaching Scale" can be used in research as a valid and reliable measurement tool.

Özet:

Purpose of this research was to adapt Beauchamp and colleagues’ (2010) "Transformational Teaching Questionnaire" to Turkish that is inspired by the transformational leadership concept from theories of leadership. 265 high school students between 15-19 (Mage = 16, SD = .95) years old (141 girls and 124 boys) participated to this study. The questionnaire is used for evaluation of students’ perceptions about their teacher. A questionnaire composed of 16 items and four subscales as; idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. Pearson correlation analysis, Cronbach’s alpha coefficient, and confirmatory factor analysis were used for data analyses. For a model with 16 items and 4 factors, the correlations between Turkish and original (English) forms were found between 0.79-0.94 while, test-retest correlations were between 0.77-0.85. Internal consistency values varied between 0.78-0.87. Moreover, factor loadings were calculated between 0.48 and 0.83. According to the confirmatory factor analysis results, model fit indices (χ2/sd= 2.474, RMSEA= 0.075; CFI=0.98, NFI=0.97, NNFI=0.98, IFI=0.98, RFI=0.97, GFI=0.90, AGFI=0.86) indicated the data compatibility of the model appeared to be within acceptable and perfect limits. It can be said that the Turkish version of the “Transformational Teaching Questionnaire” can be used as a valid and reliable measurement tool in researches.

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