Abstract


DEVELOPMENT OF THE CLASSROOM MANAGEMENT COMPETENCE SCALE (CMCS)

The aim of this study was to develop the Classroom Management Competence Scale (CMCS) for teachers and to determine its validity and reliability. The validity and reliability analyzes were carried out on 765 teachers from five different samples. The construct validity of the CMCS was examined with Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). EFA showed that CMCS had 18 items and a two-factor structure and explained approximately 72% of the total variance. This two-factor structure, which emerged as a result of EFA, was tested with CFA using data obtained from a different sample. The CFA showed that the two-factor structure of the CMCS had acceptable fit values. Criterion-related validity of the CMCS was examined with the Intention to Quit Job (IQJ) and Teacher's Self-Efficacy (TSS) scales. As a result of the analysis, it was seen that CMCS had a negative relationship with the IQJ, and positive relationship with TSS. Reliability studies of CMCS were carried out using data obtained from three different samples. The findings revealed that Cronbach's α internal consistency coefficients ranged from 0.86 to .87. In addition, the reliability coefficient calculated by the test-retest method, which is one of the reliability analyzes, was found to be at an acceptable level. On the basis of these findings, it was concluded that the CMCS was reliable. Item analysis was also carried out using data obtained from different samples. Corrected item-total correlation coefficients within the scope of item analysis were found to be at an acceptable level. In addition, it was concluded that the t-test results were significant for all items in the 27% lower and upper group item comparisons. In sum, all of these findings proved that the scale is a valid and reliable measurement tool.



Keywords

Classroom Management, Competence, Scale Development, Exploratory Factor Analysis, Confirmatory Factor Analysis


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