Özet:

The aim of this research was to develop a valid and reliable scale to determine teacher perception about the pedagogical, individual and affective characteristics of Turkish Generation Z, who are elementary and high school students. The study, which adopted the survey model, was carried out with a total of 674 teachers working in public elementary and high schools in the city located in the east of Turkey in the 2021-2022 academic year. In the scale development, first, a draft item pool was prepared based on literature review and interviews with the teachers. In the second stage, for content and face validity, expert opinions were obtained from teachers, administrators and scholars, and Exploratory Factor Analysis (EFA) was applied to the 63-item draft form. After invetigating the normality distribution, the returned 418 form data were analyzed with the Varimax method for construct validity. As a result of the analysis, a three-dimensional structure consisting of 18 items was obtained. These dimensions are named as Pedagogical Characteristics of Turkish Generation Z, Individual Characteristics of Turkish Generation Z, Affective Characteristics of Turkish Generation Z. The reliability of the three-dimensional scale was calculated with the Cronbach’s Alpha reliability coefficient which was found as .806 for the total scale. The distinctiveness of the items in the scale was analyzed through the independent samples t-test and it was found that all items were between the indicated reference range. At the last stage, the scale was applied to 256 teachers for Confirmatory Factor Analysis (CFA). The fit of the model that emerged as a result of CFA was found as acceptable. As a result, this study provided a valid and reliable three-dimensional scale the aim of which is to determine teacher perception about the pedagogical, individual and affective characteristics of Turkish Generation Z.

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