Development and validity-reliability study of a teacher-child communication scale
Küçük Resim Yok
Tarih
2012
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
One of the essential factors for preschool education to succeed and meet expectations is the presence of teachers who have effective communication skills. Effective communication between preschool educators and children influences children’s school adjustment, developmental outcomes in different domains, and their future relationship with teachers. For this reason, measurement scales which determine to what extent teachers have these skills are needed. The purpose of the present study is to develop a scale which determines teacher’s communication skills with children and to test the reliability and validity of the scale. Sample group is composed of 182 teachers for first application, and for second 207 teachers working at public and private kindergartens in Konya in the districts of Meram, Karatay and Selcuklu. Teacher-Child Communication Scale (TCCS) was used as a data collection tool in the present study. For content validity of TCCS, expert opinions were asked. In order to determine internal consistency reliability of the teacher-child communication scale, each dimension and the whole scale, Cronbach’s alpha values were calculated. In order to test construct validity of TCCS, Categorical Principle Components Analysis and Confirmatory factor analysis were used. The results suggest that Teacher- Child Communication Scale is a valid and reliable scale which has five dimensions.
Açıklama
Anahtar Kelimeler
Eğitim, Eğitim Araştırmaları
Kaynak
Kuram ve Uygulamada Eğitim Bilimleri
WoS Q Değeri
N/A
Scopus Q Değeri
Cilt
12
Sayı
2012
