Friedman Okul Müdürleri Tükenmişlik Ölçeğinin Türkçeye Uyarlanması: Geçerlik ve Güvenirlik Çalışması
TURKISH ADAPTATION OF FRIEDMAN SCHOOL PRINCIPAL BURNOUT SCALE: RELIABILITY AND VALIDITY STUDIES
Yazar: Özer, Niyazi; Dönmez, Burhanettin; Cömert, Melike
Dergi: İnönü University Journal of the Faculty of Education, Vol. 13 No. 1, 2014
Anahtar kelimeler: school principals, burnout, depersonalization, exhaustion, professional accomplishment, scale adop ; Okul müdürleri, tükenmişlik, duyarsızlaşma, tükenme, mesleki başarı, ölçek uyarlama

Bu araştırma ile özel olarak okul müdürleri için geliştirilmiş olan tükenmişlik ölçeğinin Türkçe’ye uyarlanması, geçerlik ve güvenirlik çalışmalarının yapılması amaçlanmıştır. Araştırmanın geçerlik ve güvenirlik çalışmaları, 2009-2010 eğitim-öğretim yılında, Diyarbakır ilinde görev yapan ve araştırmaya gönüllü olarak katılan 196 okul müdüründen toplanan veriler üzerinden yapılmıştır. Ölçeğin kapsam geçerliğini sağlamak amacıyla uzman ve okul müdürlerinin görüşleri alınmış, yapı geçerliliğini test etmek için açımlayıcı faktör analizi (AFA) ve doğrulayıcı faktör analizi (DFA) teknikleri kullanılmıştır. Güvenirlik çalışmaları kapsamında, Cronbach Alpha, Spearman-Brown ve Guttman iç tutarlılık katsayıları ve test-tekrar test korelasyon katsayıları hesaplanmıştır. Yapılan geçerlik ve güvenirlik çalışmaları sonucunda elde edilen değerler, uyarlaması yapılan ölçeğin duyarsızlaşma, tükenme ve mesleki başarı olmak üzere üç alt faktörden oluştuğunu ortaya koymuştur. Bu çalışmada elde edilen bulgular ölçeğin, Türkiye’de okul müdürlerinin yaşadıkları tükenmişliğin belirlenmesinde kullanılabilecek geçerli ve güvenilir bir araç olacağı düşünülmektedir.

Today  we witness many changes and developments in economic  social  political fields and so  These developments affect all components of the society from its smallest units to the most extensive entities  pushing the individuals and the society to change with its surroundings and ingredients  Beycioğlu  amp; Aslan  2010   These changes in society do not always cause positive outcomes  but sometimes they produce negative outcomes    nbsp;  Gradually increasing complexity of societies  changes in social roles  problems in interpersonal relations  loneliness  competitive business environment etc  may cause some adverse effects on individuals rsquo; mental health  The syndrome experienced as a natural result of these negative conditions is called burnout  Dönmez  amp; Güven  2001   Directly associated with stress and depression  Friedman  2002   burnout is also defined a state of disappointment or wearness as a result of a life style or relationship not yielding the expected results  Pierucci  1985   Maslach and Leiter  2005  define burnout as a loss of energy and enthusiasm as a result of being assigned meaningless and excessive duties  causing a feeling of defeat and exhaustion    nbsp;  Though there are different views in the literature on the definition  causes and symptoms of burnout  there is a consensus that burnout is experienced more among people whose professions involve a good amount of emotional demands from and helping with people  and among idealist people working a lot  Dönmez  amp; Güven  2001   Researchers report that professionals including doctors  nurses  teachers and managers who experience a good deal of interpersonal relations suffer burnout more  Dönmez  amp; Güneş  2001   In this context principals as the legal administrators of schools  whose principle incomes and outputs are human  may naturally suffer burnout    nbsp;  Today the roles of the principals have become fairly complex  As results of the socio economic  political  and technological transformations  it has become inevitable for the principals to acquire leadership competences  and know and struggle more compared to the past  Gümüşeli  2001   The principals do not only deal with school staff  students and parents during a school day  Friedman  1995   but also they have to meet the expectations of politicians  press  nongovernmental organizations [NGOs] etc   Federici  amp; Skaalvik  2012   Previous research  Gmelch ve Gates  1998; Izgar  2001a; Koch  Tung  Gmelch   amp; Swent  1982  suggest that principals experience problems in their relations and communications with teachers  students  parents  central and regional executives  supervisors  representatives of both state and private service providers while trying to meet the sometimes conflicting expectations of different stakeholders  As a result of the tendency for democratization  the demands for the distribution of the management and decision procedures  the decrease in the sources allocated to schools  increased red tape and workload  and increased standards of the parents  NGOs and central and regional authorities regarding the student achievement  Whitaker  1996   increased the responsibilities of principals and cause them to suffer physical and emotional stress and burnout    nbsp;  Purpose of the research   nbsp;  It has been noted that many research about principal burnout in Turkey  Aksu  amp; Baysal  2005; Babaoğlan  2007; Babaoğlan  Altun   amp; Çakan  2010; Baş  amp; Yıldırım  2012; Çelik  2007; Dağlı  2006; Dibekoğlu  2006; Düztaş  2008; Izgar  2001b; Koçak  2009; Özdemir  2009; Sarı  2004  have used the educator form of Maslach Burnout Inventory [MBI]   nbsp;However  the stress sources affecting the burnout levels of a principal and a teacher working in the same school are different from each other  Studying about the different stress sources that cause burnout among principals  Friedman  2002  developed a standardized burnout nbsp; scale to measure the burnout levels of principals in particular  The present study aimed to adapt Friedman rsquo;s  2002   ldquo;Burnout Scale for Principals [BSP] rdquo; into Turkish by testing its validity and reliability    nbsp;  Method   Participants    nbsp;  The validity and reliability studies regarding the adaptation of the scale into Turkish language and culture were done using the data obtained from 196 principals who worked in Diyarbakır province and voluntarily participated to the study during 2009 2010 school year  Out of the participating principals 62 worked in schools located in city center  48 in districts and 86 in towns  122 of the participants worked in primary schools and 74 in secondary schools    nbsp;  Procedures    nbsp;  The scale was originally developed by Friedman  2002   It consists of 23 items under three factors  In the first stage the linguistic adaptation of the scale was done using the method of translation to Turkish and back translation to English  To this end  original scale was translated into Turkish by the researchers  Then the translations of the items were consulted to two lecturers working at English Language Teaching department in İnönü University  asking them to check the translations independently for adequacy in source text and acceptability in the target text  Turkish form was reviewed and some minor modifications were done in accordance with their evaluations  Next  Turkish form was examined for its adequacy to meet the characteristics of target group and equivalence in Turkish language  So the three academicians from Educational Sciences department and one academician from Turkish Language Teaching departments in İnönü University Educational Faculty were requested to assess the Turkish translation of the scale from idiomatic  conceptual  semantic and experimental aspects  Based on the expert views  it was concluded that Turkish form was clear enough to be understood by Turkish principals  Finally three principals working in Malatya province were asked to evaluate the instructions and items in the form for clarity of meaning  Based on their views approving the clarity of instructions and items  the Turkish form of the scale was finalized   Data analysis   nbsp;  Exploratory Factor Analysis  EFA  and Confirmatory Factor Analysis  CFA  were used to test the construct validity of the Burnout Scale for Principals  While former analysis tries to obtain factor structures based on the correlations between variables  the latter tests a hypothesis or theory established in advance regarding the correlations between variables  Büyüköztürk  2010   To test the reliability of the instrument item total correlations  Cronbach Alpha internal consistency coefficients and test retest correlation coefficients were estimated    nbsp;  FINDINGS  CONCLUSION AND SUGGESTIONS    nbsp;  The EFA revealed that items were reduced under three significant factors with factor loadings ranging between  ldquo; 469 rdquo; and  ldquo; 835 rdquo;  All items were found to explain 59 91  of the total variance  first factor 23 14 ; second factor 22 20 ; third factor 14 57    The communalities for the items ranged between  ldquo;0 41 rdquo; and  ldquo;0 77 rdquo;  The item total correlation coefficients were found ranging between  ldquo;0 64 rdquo; and  ldquo;0 87 rdquo;  The Cronbach Alpha internal consistency coefficients were estimated  ldquo;0 89 rdquo; for depersonalization   ldquo;0 90 rdquo; for exhaustion and  ldquo;0 76 rdquo; for personal accomplishment  The reliability analysis yielded similar results with those of Friedman  2002   The temporal reliability of the scale was tested by administering the scale on 20 principals working in Malatya province twice in 13 days  The test retest correlation coefficients between two administrations were found  ldquo;0 78 rdquo; depersonalization factor   ldquo;0  81 rdquo; for exhaustion  and  ldquo;0 84 rdquo; for personal accomplishment  factor    nbsp;  The validity and reliability studies on the Turkish form of Principal Burnout Scale revealed 20 items reduced under three factors as in the original form  Each item in the instrument is evaluated based on a five point Likert scale:  ldquo;1 = Never rdquo;   ldquo;2 = Rarely rdquo;   ldquo;3 = Sometimes rdquo;   ldquo;4 = Mostly rdquo;   ldquo;5 = Always rdquo;  Minimum and maximum possible scores are 20 and 100  The increase in the score indicates that the principle suffer much burnout  Administrating the adapted form of the scale on principals working in schools with different characteristics including different school types  primary  secondary etc   and geographical locations will contribute proofs to the validity and reliability of the scale