Abstract:

The aim of this study is to adapt the scale called the School Culture Survey (School Culture Survey) developed by Gruenert and Valentine (1998) to Turkey. The original language of the scale is English and consists of six dimensions. In the framework of the language equivalence studies of the scale, the first five fields were translated into Turkish by experts. The translations obtained later were studied by researchers and a common Turkish form was created. The Turkish form created was sent to five specialists in different fields and the experts were asked to translate the form into English. By creating a common English form from the English translations obtained, the form is provided to be controlled by an expert in the field that knows English as a mother tongue, but also knows Turkish at a very good level. In the light of the opinions obtained from the experts, the Turkish form of the scale has been given the ultimate status. At the next stage, a test-up test was performed. In this context, Turkish and English forms were applied to a group of 30 people for 15 days. The data collected was analyzed through the t-test in dependent groups and there was no meaningful difference between the participants' answers to Turkish and English forms (p > .05). In the subsequent stage, the Turkish form was applied to 200 teachers in different cities and different teaching stages in Turkey for the purpose of validity study. The analysis of the data was carried out with the Verifying Factor Analysis (DFA). As a result of the verifying factor analysis, the Turkish scale is not divided into dimensions, it is a one-dimensional scale that can be used. Analysis aimed at determining the internal consistency of the scale also shows that the scale’s chronbach alpha values are .96. At the end of the study, the School Culture Scale is a valid and reliable scale that can be used to reveal the understanding of leadership and the perspective of professional development by managers in schools in Turkey.

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