Çevrimiçi Öğrenmede Öğretmen Hazırbulunuşluğu Ölçeği’nin Türkçe Uyarlaması

Hakan BARAN

doi:10.5281/zenodo.8104838

Authors

Hakan BARAN Ministry of National Education, Turkey

DOI:

https://doi.org/10.5281/zenodo.8104838

Keywords:

Teacher readiness, online learning, instrument adaptation, validity, reliability

Abstract

Distance education practices and platforms, such as Teacher Information Network, have become important tools to support teachers' professional development and increase their interaction with each other. In this context, teachers' readiness for online learning is an important factor for their professional development. The aim of this study was to adapt the "Teacher Readiness for Online Learning Scale [TREAS]" developed by Hung (2016) into Turkish and to assess the validity and reliability of the scale. The study was conducted with 96 teachers who answered the TREAS. Exploratory factor analysis and confirmatory factor analysis were conducted to assess the construct validity of the scale, and the internal consistency coefficient was calculated to examine its reliability. As a result of confirmatory factor analysis, it was found that the 18-item scale model consisting of four factors, namely self-regulated learning, institutional support, communication self-efficacy, and self-efficacy to transfer what is learnt, demonstrated a good fit. In the reliability study, the scale demonstrated good internal consistency, and the sub-dimensions also exhibited good and acceptable internal consistency. The analyses indicated that the Turkish version of the scale is a valid and reliable measurement tool. The scale allows researchers to measure and gain insight into how teachers respond to online learning in their role as learners. Researchers can utilize the scale to gather data on various factors associated with teachers' readiness for the learner role in online learning.

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