ISTE-A 2018 Standartlarına Dayalı Olan Okul Müdürlerinin Teknoloji Liderliği Ölçeğinin Geliştirilmesi
Development of School Principles’ Technology Leadership Scale Based on ISTE-A 2018 Standards
Yazar: Akada, Tijen; Şahin Fırat, Necla
Dergi: Batı Anadolu Eğitim Bilimleri Dergisi, Vol. 13 No. 2, 2022
Anahtar kelimeler: Other Fields of Education ; Alan Eğitimleri ; “Educational technology.”,“School principles.”,“Technology leadership.”,“Scale development.”,“ISTE-A 2018.”. ; “Eğitim teknolojisi.”,“Okul müdürleri.”,“Teknoloji liderliği.”,“Ölçek geliştirme.”,“ISTE-A 2018.”.

ÖZ. Bu çalışmanın amacı; okul müdürlerinin teknoloji liderliğine yönelik öğretmen algılarını saptamak üzere, yenilenen Eğitimde Uluslararası Teknoloji Topluluğu [The International Society for Technology in Education (ISTE)] 2018 standartlarına uygun bir ölçek geliştirmektir. Okul Müdürlerinin Teknoloji Liderliği Ölçeği (OMTLÖ) 5’li Likert tipindedir. Ölçeğin pilot uygulaması İzmir ilinin çeşitli ilçelerinde görevli ortaokul öğretmenlerinden veri toplanmasıyla gerçekleştirilmiştir. Ölçek önce Açımlayıcı Faktör Analizi (AFA) ile test edilmiş ve ortaya 29 madde ve 4 boyuttan oluşan bir ölçme aracı çıkmıştır. AFA sonucunda ölçeğin 8 maddelik birinci boyutu “Öğretmeni Güçlendirme ve Öğretimi Geliştirme” (Croα: ,93), 10 maddelik ikinci boyutu “Okulda Teknolojinin Etkili ve Güvenli Kullanımı (Croα: ,94), 6 maddelik üçüncü boyutu “İşbirliği Odaklı Çalışma ve Vizyon” (Croα: ,92) ve 5 maddelik dördüncü boyutu “Dijital Vatandaşlık” (Croα: ,86) olarak adlandırılmıştır. Ölçeğin tümü için Croα: ,97 olarak hesaplanmıştır. Sonrasında yeni toplanan verilerle yapılan ölçeğin Doğrulayıcı Faktör Analizinde (DFA) doğru boyut altında yer almayan bir madde çıkarılmış ve ölçek 28 madde ile son biçimine erişmiştir. DFA (n=317) sonuçlarının da standart uyum indekslerini karşıladığı görülmüştür (χ2/df=749/342=2,19<3). Ölçekte GFI=,85; CFI =,98; TLI =,98; IFI=,98; NFI=,96; SRMR=,04 ve RMSEA=,06 değerini taşımakta ve sonuçlar uyum indekslerinin iyi düzeyde olduğunu göstermektedir. Ölçeğin tümü için Croα: ,97, birinci boyut için, 94, ikinci boyut için, 93, üçüncü boyut için ,92 ve dördüncü boyut için ,85’tir. Sonuçlar ölçeğin geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir.Anahtar Sözcükler: Eğitim teknolojisi, Okul müdürleri, Teknoloji liderliği, Ölçek geliştirme, ISTE 2018.ABSTRACT. The aim of this research was to develop a scale measuring teachers’ perceptions regarding technology leadership of school principles based on current [The International Society for Technology in Education (ISTE)] 2018 standards. School Principles’ Technology Leadership Scale (SPTLS) was designed as 5-item Likert scale, and the pilot scale was administered to secondary school teachers from different towns of Izmir, Turkey. The scales’ construct validity was first analyzed via Exploratory Factor Analysis (EFA) which revealed SPTLS comprised of four dimensions and 29 items. The first dimension, named  “Empowerment of Teachers and Improvement of Instruction”, has 8 items (Cronbach’s Alpha= .93). The second dimension, named   “Effective and Safe Usage of Technology at Schools”, has 10 items (Cronbach’s Alpha= .94). The third dimension, named “Collaborative Working and Vision”, includes 6 items, (Cronbach’s Alpha= .92). The fourth dimension, named “Digital Citizenship”, has 5 items, (Cronbach’s Alpha= .86). The total scale’s Cronbach’s Alpha is .97. Next, Confirmatory Factor Analysis (CFA) was administered with the new data. One item which is not placed under the correct factor was taken out, and two modifications were conducted. The results also met the standardized fit indices; (χ2/df  = 749/342=2.19<3), GFI=.85, CFI =.98; TLI =.98; IFI =.98; NFI =.96; SRMR= .04 and RMSEA= .06. The total scale’s Croα is .97.  Cronbach Alpha values of the first, second, third and the fourth dimensions were as follows; .94; .93; .92; .85.  The results indicate that the scale is a valid and reliable measurement instrument.Keywords: “Educational technology.”, “School principles.”, “Technology leadership.”, “Scale development.”, “ISTE 2018.”.

ABSTRACT. The aim of this research was to develop a scale measuring teachers’ perceptions regarding technology leadership of school principles based on current ISTE-A 2018 standards and to conduct its validity and reliablity tests. ISTE-A updated the standards expected from school principles regarding their technology competencies in 2018.  A scale including current standards was not available in the literature, as a result, this scale was developed. School Principles’ Technology Leadership Scale (SPTLS) was developed as 5-item Likert type scale, and pilot scale was administered to middle school teachers from different towns of İzmir, Turkey. The construct validity of the SPTLS was first tested via Exploratory Factor Analysis (EFA). EFA revealed the scale comprised of 29 items and four sub dimentions. The first sub dimension was named  “Empowerment of Teachers and Improvement of Instruction”, it has 8 items, and its Cronbach’s Alpha reliability coefficient is 0.93. The second sub dimension was named   “Technology Integration in School and Security” and it has 10 items, and its Cronbach’s Alpha reliability coefficient is 0.94. The third sub dimension was named “Collaborative Working and Vision”, it includes 6 items, and its Cronbach’s Alpha reliability coefficient is 0.92. The fourth sub dimension was named “Digital Citizenship”, it has 5 items, and its Cronbach’s Alpha is 0.86. The Cronbach’s Alpha for the whole scale is 0.97. Next, Confirmatory Factor Analysis (CFA) was administered with new data, and the CFA results also met the standardized fit indices; (χ2/sd  = 986/366=2.69). CFI =.92, TLI = .91, SRMR= .040 and RMSEA= .073. The first dimension had Croα:  0.94, the second dimension had Croα: 0.93, the third dimension had Croα: 0.92, and the fourth dimension had (Croα: 0.85). The whole scale’s Croα was 0.97. The indices indicate that the values are acceptable. The results indicate that the scale is a valid and reliable measurement instrument.