Abstract:

This study aims to develop a scale that will provide valid and reliable measurements in the determination of school effectiveness according to student perceptions. In this context, evidence of validity and reliability of measurements obtained from the scale has been collected and material analysis has been carried out. The research group of the study consists of a total of 549 students continuing to high school in the 2017-2018 academic year. The opinion of the expert has been used for the appearance and scope of the scale. In order to obtain evidence of the validity of the structure, the analysis of the factor of detection and verification on different samples was carried out. A six-factor structure was obtained as a result of the opening factor analysis. The contents of the materials gathered under the same factor and the field in the summer, the factors were named "Space Capacity", "Personal Development", "Social Value Consciousness", "Space Attraction", "Technological Support" and "Sport and Art Support" respectively. Factors reveal 66.11% of the total variance. As a result of the verifying factor analysis, the six-factor structure has been shown to be well compatible with the data. To obtain evidence of reliability, Cronbach Alfa (α), layered alpha and composite (composite) reliability ratings are calculated. The results of calculations have determined that the scale matters are reliably measured by the characteristic that they want to be measured. The analysis of the substance has shown that all the substances in scale are distinguishing in measuring the characteristic of the measurement. In light of all these findings, it can be said that the effective school scale detected in the determination of school effectiveness based on student perceptions can be used as a scale producing valid and reliable measurements.

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Abstract:

The purpose of this study is to develop a scale that provides valid and reliable measurements in determining school effectiveness based on student perceptions. The study group consisted of 549 high school students in 2017-2018 academic year. Expert opinion was taken into consideration for the face and content validity of the scale. For the construct validity, exploratory (EFA) and confirmatory (CFA) factor analyses were conducted on different samples. As a result of EFA, a six-factor structure was obtained. Factors were named as “Space Adequacy”, “Personal Development”, “Social Value Consciousness”, “Place Attractiveness”, “Technological Support” and “Sports and Art Support”. The factors explained 66.11% of the total variance. As a result of CFA, it was found that the six-factor structure had good fit of the model. In order to obtain evidence for its reliability, coefficients of Cronbach's alpha (α), stratified alpha and composite reliability were calculated. Results indicated that the scale items could measure the construct reliably. Item analysis proved that all the items had high discrimination in measuring the measured construct. As a result, it can be concluded that Perceived Effective School Scale is a scale that provide valid and reliable measurements in determining school effectiveness based on student perceptions.