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The aim of this research is to adapt the 24-item "Learner Autonomy Scale" developed by Sereti and Giossos (2018) in higher education samples into Turkish by examining the psychometric properties of high school and secondary school samples, and to determine whether these groups are equivalent in terms of measurement invariance. The scale was applied in high school (n = 475) and secondary school (n = 395) samples consisting of 870 students. Different from the original four-factor scale form, EFA applied to both groups revealed a two-factor (factor load range: 0.308-0.775) and 21-item. Correlation values (r = 0.209-0.392, p?0.001) indicate that the factors are not strongly related. The factors produced adequate internal consistency coefficients ([alpha] = 0.706-0.866; [omega] = 0.708-0.871) and were validated by meeting the fit indices accepted in the literature for CFA. Measurement invariance tests revealed strong invariance for the structural and metric tests and partial invariance for the scalar test in high school and secondary school samples. More research is needed to determine why the intersections of items 19, 20, and 21 are not invariant. The main contribution to "learner autonomy" in this study is the adaptation and justification of a valid and reliable measurement tool for determining autonomy in the adolescent age group. The use of the adapted scale in different educational environments and in the examination of "autonomy" by adapting it specific to the field (science, mathematics, etc.) will provide important implications for further theoretical studies.

There is a clear need for highly competent health sciences experts. No instrument currently exists for assessing the generic competences of health sciences students. The aim of this study is to develop and psychometrically test the Health sciences Generic Competence (HealthGenericCom) instrument. The instrument development four step process has been conducted with a cross-sectional study design and according to the COSMIN guidelines. Face and content validity was tested by 13 experts, structural validity was tested with exploratory factor analysis, and internal consistency was evaluated by calculating Cronbach's alpha. The structural validity was tested using data from Finnish health sciences students (n=276). The content validity index of the whole HealthGenericCom instrument was 1 for relevance and for clarity. Using exploratory factor analysis a model of eight factors (with 88 items) was created: 1) competence in leadership, administration, and finance; 2) competence in people-centred guidance; 3) competence in health promotion; 4) competence in evidence-based practice; 5) digital competence; 6) competence in work well-being and self-management; 7) competence in collaboration and problem-solving; and 8) competence in societal interaction. The HealthGenericCom was shown to be valid and reliable and provides an evidence-based conceptual framework that can be used in developing curriculums and competence management.

The importance of understanding student attitudes has become paramount in the successful deployment of blended learning. This study aimed to examine the factorial structure of a scale designed to assess university students' attitudes towards blended learning. Using a descriptive quantitative research approach, the study included a sample of 889 male and female students from the University of Tabuk, located in the Kingdom of Saudi Arabia. The participants were selected randomly from different academic majors and levels of study. The instrument employed in this study was the Blended Learning Attitudes Scale, a tool designed by the researcher and subjected to rigorous validation procedures. The researcher utilised exploratory and confirmatory factor analyses to understand the latent variables the scale represented comprehensively. The study's findings indicated the presence of a three-factor model, encompassing participants' perceptions of the nature of blended learning, its perceived importance, and their willingness to utilise it. The combined influence of these three factors accounted for 64% of the observed variance. The scale had noteworthy psychometric features, as evidenced by its high-reliability coefficients and robust validity indicators. This study presents a reliable instrument that educators and researchers may utilise to assess university students' attitudes towards blended learning.

Sense of coherence (SOC) is a relevant contributor and predictor of the individuals' mental and physical health. There are a number of studies about SOC, but only two validation articles of the sense of coherence scale (SOCS) were found on adolescents and none on children. The aim of this research was to validate the SOC scale in youth under 18. We hypothesized that younger children and children without psychiatric problems will have higher SOC than older ones, and children with psychiatric symptoms. We also wanted to examine the factor structure of both the 13 and the 29 item versions of the scale to study which is more valid in child and adolescent population. 199 children and 198 adolescents were included in the study; the mean age was 14.3 (SD 2.1) years. The sample included average youth from schools and youth under psychiatric treatment. Strength and Difficulties Questionnaire (SDQ) and Inventory of Life Quality (ILK) were used for validation of the SOCS. SOCS-13 was applied to compare SOC of children and adolescents. Children had higher SOC than adolescents in both samples. Males had higher SOC than females in children but not in adolescents. Psychiatric and behavioral symptoms were associated with a lower SOC regardless

Evaluation of child-friendly school (CFS) policies is essential to determine the achievements of school efforts in reducing violence cases. This research aims to proving the reliability and validity of CFS policy evaluation instruments in elementary schools with different locations. This investigation uses the Context Input Process Product (CIPP) evaluation model to confirm the factor structure or dimensions of several observed variables (items) to evaluate the reliability and validity of the CFS policy evaluation tool in elementary schools. The validity and reliability of previously created instruments are evaluated quantitatively, but this study utilises different subjects and study sites. There were 320 respondents, with 145 school principals and 175 teachers taken randomly. Confirmatory factors analysis (CFA) results show goodness of fit (GOF), and the model is acceptable. The CFS evaluation instrument can be accepted after eliminating several question items and modifying them. All items of the teal instrument meet the goodness of fit criteria in terms of chi-square and root mean square error of approximation (RMSEA). The instrument for evaluating CFS policies in primary schools using the CIPP model has met a valid and reliable psychometric property test so that it can be applied.

The objective of this study was to develop a measure that possesses both reliability and validity in order to evaluate innovative thinking within the realm of education. To achieve this, the instrument's validity and reliability were evaluated through quantitative methods in two distinct phases. A team of educational experts conducted the process of establishing content validity and ensuring that the items on the instrument accurately reflected the intended constructs of creative thinking. Following that, the assessment of concept validity was conducted using confirmatory factor analyses. The aforementioned investigations resulted in the discovery of a five-factor solution consisting of 25 elements, all of which demonstrated scores beyond the crucial threshold. This successful outcome confirmed the presence of distinct factors representing different dimensions of innovative thinking. The study enrolled 1250 students from vocational education institutions as participants. The data obtained from the participants was subjected to principal component analysis and confirmatory factor analysis, leading to the development of a model that exhibited a good match with the empirical data. This indicated the effectiveness of the developed instrument in measuring innovative thinking capacity. In conclusion, the research effectively developed an accurate and dependable tool for evaluating innovative thinking in the realm of education. The gathering of positive data from the participants and meticulous quantitative analyses were responsible for this.

In today's fast-paced ICT-driven world, understanding the factors influencing the effectiveness of online teaching and learning is paramount, especially during the Movement Control Order (MCO) when physical educational activities are restricted. Assessing the efficacy of undergraduate students under these circumstances can be particularly challenging, and the resulting conclusions may vary depending on the context. Consequently, this study is driven by three primary objectives. Firstly, this study seeks to employ factor analysis as a robust method for validating the selected online teaching and learning instruments. Secondly, it endeavors to categorize the survey instruments into distinct core variables using Principal Axis Factor analysis. Additionally, the study aims to harness multiple regression analysis to uncover the factors influencing the efficiency of online teaching and learning. To achieve these objectives, an online questionnaire was administered to 107 students enrolled in a university in Malaysia. The collected data were analyzed using Statistical Package for the Social Sciences (SPSS). The results of the multiple regression analysis revealed that lecturer roles and student attitudes have significant positive relationships with the success of online teaching and learning. In contrast, flexibility exhibited a significant but inverse association. Despite the global transition into the endemic phase of COVID-19, this study aspires to furnish valuable insights for lecturers, students, and university administrators regarding the ongoing practices of online teaching and learning. Ultimately, these insights can empower policymakers to formulate optimal strategies thereby benefiting all stakeholders involved. In conclusion, this study acknowledges its limitations and offers recommendations for further research.

The aim of this research is to adapt the job stress scale developed by Parker in 1983 into Turkish and to conduct a validity and reliability study. Exploratory factor analysis of the job stress scale was conducted on a sample of 167 teachers and confirmatory factor analysis was carried out on a sample of 185 teachers. The 13-item scale was first adapted into Turkish and reviewed by field experts. As a result of the exploratory factor analysis of the five-point Likert-scale, a two-factor structure emerged and it is seen that this structure explains 69.336% of the total variance. According to the exploratory factor analysis, the scale items were collected in two clusters called job anxiety and time stress. This two-factor structure was confirmed by confirmatory factor analysis. Confirmatory factor analysis fit indices are at best fit and acceptable fit levels. This adaptation research whose validity and reliability were fulfilled was found to be compatible with the results of the scale developed by Parker. The Cronbach Alpha coefficient calculated to determine the reliability of the scale was determined as 0.843. The job stress scale is valid and reliable in the sample of teachers.

There is no need or point to testing of knowledge, attributes, traits, behaviours or abilities of an individual if information obtained from the test is inaccurate. However, by and large, it seems the estimation of psychometric properties of test items in classroomshas been completely ignored otherwise dying slowly in most testing environments. In the quest to obtain sound and efficient test results, it is imperative that assessorsrely on some psychometric properties to make informed classrooms decisions. These psychometric properties can be estimated using KuderRichardson20 Formula. In this study, 30 multiple-choice items were administered and used for the study. The strength of each item was analysed by looking at their difficulty level and how theydiscriminated among the students. Reliability tests were also conducted in addition to the item analysis to observe the quality of the test as a whole. With lucid prose, KR-20 was used to estimate the psychometric properties of 30 set integrated science test items (which werescored dichotomously)to serve as a primer for assessorsin higher institutions. The procedure produced coefficient value of 0.6915which is approximately 0.7 implying that the reliability of the test was high.The procedure we used to arrive at the obtained coefficient is extensively outlined in the paper. We concluded thatthe suggested procedure (KR-20) for estimating psychometric properties may have a paradigm shift in classroom testing situations where it will communicate to teachers on the efficiency and process of teachermade tests. In essence, this could enhance the quest of obtaining the real knowledge, attributes, traits, behaviours or abilities of students by using test items that are reliable and dependable.

The Community of Inquiry (CoI) Framework describes success factors for collaborative online-based learning. The CoI Survey is a validated instrument to measure these factors from the perspective of course participants. Until now, no validated translation of this Survey to German was available. The aim of this work was to translate the original English Survey to German and to validate the translated Survey instrument. After a systematic translation process, we validated the German translation in two higher education settings in two countries (entire data set of n=433 Surveys). By conducting item analysis, reliability analysis, exploratory factor analysis, and confirmatory factor analysis, we were able to confirm the reliability and validity of the German CoI Survey. Only one item (CP6) shows cross-loadings on two factors, a finding that was already discussed for the original CoI Survey. To conclude, the validated German version of the CoI Survey is now available.

Language testing and assessment have grown in popularity and gained significance in the last few decades, and there is a rising need for assessment literate stakeholders in the field of language education. As teachers play a major role in assessing students, there is a need to make sure they have the right level of assessment knowledge and skills to accomplish their duties as assessors. The present study sought to develop and validate an assessment literacy test. To this end, a thirty-five scenario-based Language Assessment Literacy Test (LALT) was developed based on the seven standards covered by the Standards for Teacher Competence in Educational Assessment of Students (1990). Construct validity of the test was investigated by collecting data from 168 Iranian EFL teachers. To investigate the validity of the measure, tests of reliability, item difficulty, and item discrimination were carried out. The test was then subjected to EFA (Exploratory Factor Analysis whose results showed a seven-factor solution for the test items. The implications of the study for EFL teachers, language testers, teacher trainers, and curriculum developers are discussed.

The aim of this study was to develop a valid and reliable measurement instrument to find out adolescents' relative deprivation levels and to determine the statistical characteristics of the instrument. The Relative Deprivation Scale-Adolescent Form was prepared and applied to 586 adolescents within the scope of the study. Exploratory Factor Analysis (EFA) was performed on the data obtained. As a result of EFA, a 3 component and 16-item form was created. Following this, the form was addressed to 320 adolescents and Confirmatory Factor Analysis (CFA) was performed on the data obtained. Goodness-of-fit values obtained from the CFA were as follows: X[superscript]/df = 2.69, RMSEA = 0.073, CFI = 0.93, IFI = 0.93, TLI = 0.91 and GFI = 0.90. In terms of these values, it can be concluded that RDS-AF has a 16-item and 3-factor structure and acceptable fit values. Criterion validity of the scale was analysed with Multidimensional Perceived Support Scale and Ostracism Experience Scale for Adolescents. Correlation coefficients between RDS-AF and these scales were found as 0.63 and 0.44. Reliability of the scale was examined within the scope of internal consistency and stability. Cronbach's Alpha coefficient calculated to determine internal consistency was found as 0.89; while the Pearson Product Moment correlation coefficient calculated within the scope of testretest carried out to determine stability was found as 0.76.These findings confirm that RDS-AF is a valid and reliable measurement instrument that can be used to determine the relative deprivation levels of adolescents.

The present research emphasizes the role of learning in response changes to infection threats and suggests a new instrument. This preliminary study aims to develop a brief tool (SITS: Sensitivity to Infection Threats Scale) that measures individuals' health sensitivity to infection threats. The present research utilized the Brief Symptom Inventory-phobic anxiety and hostility subscales and the newly developed SITS. The reliability and validity of SITS were examined through construct, divergent, and convergent validity as well as internal consistency and test-retest reliability. The underlying dimensions were explored through an exploratory factor analysis (EFA N = 142; Mage = 20.29, SDage = 2.34), and the EFA dimensions were confirmed through a confirmatory factor analysis (CFA N = 236; Mage = 20.36, SDage = 2.24). The EFA and CFA results supported a correlated four-factor model and the 20-item structure of the SITS. These four factors included Preoccupied, Avoidant, Physiological, and Cautionary Sensitivities. The overall scale and subscales had good internal consistency, test-retest reliability, and convergent and divergent validity. The SITS is a reliable scale and has the potential to deepen our understanding of human behaviour in responding to infection threats.

The purposes of this research are (a) to make an instrument to measure the achievement of project-based digitalpreneurship learning in students; (b) to describe the quality of the project-based digitalpreneurship learning achievement assessment instrument for vocational high school students; (c) to measure the competence and skills. This study employed to research and development as its methodology, using a combination procedure between Oriondo and Antonio and, Mardapi. The development procedure includes three stages: instrument design, instrument testing, and measurement. A total of 795 students who participated in the study at 5 vocational high schools in Yogyakarta's special region served as responders. Data analysis in this development uses the content validity of the formula Aiken V Index, confirmatory factor analysis establishes the construct's validity, and construct reliability. Measurement instrument development. Research findings that (a) the instrument is ready to be used in the measurement; (b) the quality of the project-based digitalpreneruship learning achievement assessment instrument for vocational high school students is well tested. This is evidenced by the validity test which has a high score >0.8; The proof of construct validity in this study using CFA > 0.5; GOF chi-square value with a critical value of df = 289, X2 = 323, p-value with a critical value of 0.079, RMSEA with a critical value of RMSEA 0.019 ([less than or equal to] 0.08), SMRM with a critical value of SRMR 0.030 ([less than or equal to] 0.05), CFI with a critical value of CFI 0.990 (> 0.97), and an NFI with a critical value of NFI 0.989 ( > 0.90); (c) the measurement results are identified in the process that needs to be improved again regarding the digitalpreneurship skills of vocational high school students.

Mathematics satisfaction can drive students to work harder in math class. Thus, it is vital to assess the satisfaction of learners using an instrument to intervene in the teaching and learning process. There are research studies that have independently developed questionnaires to measure students' mathematics satisfaction, but most of them focused on students' satisfaction with mathematical resources and online mathematics courses. Thus, previously developed instruments had limitations. The purpose of this study was to develop and validate a mathematical satisfaction questionnaire for students. Face validation, content validation, exploratory factor analysis, confirmatory factor analysis, and reliability testing were used in the study to construct and validate the instrument. The initial draft of the mathematical satisfaction questionnaire has 44 items divided into five categories: skill, real-life, academic, praise, and task completion. The study's sample included 317 students from the Nueva Ecija University of Science and Technology -- Gabaldon campus. The content validity of the test was assessed by ten instructors and professors using Aiken's V technique. The construct validity was examined using exploratory and confirmatory factor analysis. Aiken's V coefficient ranged from 0.73-0.87, which is adequate for the content validity index. Every construct has an acceptable reliability coefficient. Eight items were removed following EFA. Construct validation confirmed 36 items distributed among the five mathematical satisfaction constructs. The final instrument is reliable and can be used to assess students' mathematical satisfaction.

This study examines Cho & Demmans Epp's short-form adaptation of Rovai's well-known Classroom Community Scale (CCS-SF) as a measure of classroom community among introductory undergraduate math and statistics students. A series of statistical analyses were conducted to investigate the validity of the CCS-SF for this new population. Data were collected from 351 students enrolled in 21 online classes, offered for credit in Fall 2020 and Spring 2021 at a private university in the United States. Further confirmatory analysis was conducted with data from 128 undergraduates enrolled in 13 in-person and hybrid classes, offered for credit in Fall 2021 at the same institution. Following Rovai's original 20-item CCS, the 8-item CCS-SF yields two interpretable factors, connectedness and learning. This study confirms the two-factor structure of the CCS-SF, and concludes that it is a valid measure of classroom community among undergraduate students enrolled in remote, hybrid, and in-person introductory mathematics and statistics courses.

This study aimed to examine the psychometric properties of the Turkish version of Sosu Critical Thinking Disposition Scale (TV-CTDS). The data were gathered from two independent samples consisting of undergraduate and graduate students from four different universities in the Black Sea region of Turkey. After the translation procedure, the psychometric properties of the TV-CTDS, including factor structure, measurement invariance, convergent validity, discriminant validity, and reliability, were investigated. The results of the study revealed that the two-factor model (critical openness and reflective skepticism) of the TV-CTDS presented a better fit to the data than the one-factor model, and two-factor model is invariant across different samples (undergraduate and graduate students) and genders. Also, the TV-CTDS showed convergent validity and discriminant validity across two different samples, and its internal consistency was adequate. Therefore, it can be said that the TV-CTDS can be used by educators, researchers, and professionals to assess undergraduate and graduate students' critical thinking dispositions in Turkey.

The aim of this study was to develop a measurement tool that can be used to determine the online teaching competency levels of teachers and instructors. During the validation, the draft scale was applied to online teachers and instructors actively involved in distance education. After the implementation processes, the sample was divided into two groups randomly (n1 = 158; n2 = 144). The first sample was used for Exploratory Factor Analysis (EFA), and the second sample for Confirmatory Factor Analysis (CFA). The EFA highlighted 17 items and 3 factors found in the final scale. Factors were found as Technology, Pedagogy, Ethical and Institution dimensions. The reliability analysis for the whole scale was 0.90, the Cronbach alpha reliability coefficient of sub-dimensions were found to be 0.87, 0.88, 0.78, respectively. In addition, the composite reliability (CR) value of the whole scale was calculated as 0.953 and the CR values for the sub-factors were calculated as 0.877, 0.871 and 0.832, respectively. As a result of the CFA, it was concluded that the scale could be used to measure online teaching competencies of teachers and instructors.

Integrating educational assessment tools, such as the Motivated Strategies for Learning Questionnaire (MSLQ), into university classrooms can help students and faculty gain insight into areas of strength and challenge for students. The present study adapted and integrated the MSLQ into a set of first-year communication courses for Faculty of Arts students at the University of Waterloo. This adaptation allowed us to better situate the scale within the writing and communication course context. Through exploratory and confirmatory analysis, a shortened questionnaire (MSLQ-AF) with six subscales (motivation, academic self-confidence, performance anxiety, critical thinking, planning for optimal learning, and peer learning) was created. MSLQ-AF proved to have stable factor structure, adequate and stable internal consistency, and construct validity (correlation with grades) when assessed across four samples spanning four university terms. We discuss the role of this new scale in helping students transition into university.

In this research, teachers' orientations in curriculum theories were identified via an assessment tool which was grounded by Marsh and Willis (2003) where curriculum theorists were classified. "The Inventory of Orientations in Curriculum Theories" was developed to identify the teachers' orientations in curriculum theories in this research. The item pool for the inventory was obtained through a qualitative clustering analysis applied on the studies in the related literature. Later, Exploratory Factor Analysis and Confirmatory Factor Analysis were applied separately on each scale of the inventory. As the result of this process, "the Inventory of Orientations in Curriculum Theories" was developed which consisted of "the Scale of Orientations in Prescriptive Curriculum Theories", "the Scale of Orientations in Descriptive Curriculum Theories" and "the Scale of Orientations in Critical-Exploratory Curriculum Theories". In this context, a new culture-specific measurement tool has been developed that aims to determine the interaction between scientists, specialists and teachers in the field, in other words, theorists and practitioners. The IOCT inventory consists of three scales: OSPCT, OSDCT and OSCECT. OSPCT consists of 27 items, OSDCT consists of 18 items and OSCECT consists of 19 items. The highest score that can be obtained from OSPCT is 135 and the lowest 27; The highest score that can be obtained from OSDCT is 90 and the lowest is 18; the highest score that can be obtained from OSCECT is 95 and the lowest is 19. Thus, it can be determined to what extent a teacher has a prescriptive, descriptive or critical-explanatory curriculum theory orientation.

This study aimed to develop and validate a comprehensive research self-efficacy scale (C-RSES) to measure the research self-efficacy of both graduate students and academics in any discipline. Data were gathered nationwide in Turkey from 1301 researchers including graduate students and academics. Exploratory factor analysis revealed a 28-item C-RSES with six factors, namely Literature Review and Research Problem, Discussion, Data Analysis, Research Plan, Research Ethics, and Conceptual/Theoretical Framework. Confirmatory factor analysis supported the proposed factor structure. Factorial invariance of the C-RSES across males and females was shown. Cronbach's alpha reliabilities for the subscales ranged from 0.85 to 0.94, which indicates high internal consistency for the scores obtained from the scale. Additionally, using multivariate analysis of variance, researchers with and without a Ph.D. were compared regarding their research self-efficacy aspects. The findings of the study provided evidence for the validity and reliability of the C-RSES. It is suggested that C-RSES is promising to measure the research self-efficacy of graduate students and academics.

Researchers design diagnostic assessments to measure students' knowledge structures and processing skills to provide information about their cognitive attribute. The purpose of this study is to determine the instrument's validity and score reliability, as well as to investigate the use of classical test theory to identify item characteristics. The data used in the form of responses to elementary school mathematics subject. There are 166 students from 5 public elementary schools who participate in the study. The data analysis technique used is the analysis of item characteristics based on classical test theory using the R software package. The results showed that the developed mathematical ability diagnostic instrument had high content validity based on the Aiken formula and valid construct validity based on the CFA approach. According to the Spearman-Brown formulation, the correlation coefficient is about 0.889, indicating high internal consistency reliability. In the index of difficulty level, overall, it is categorized as moderate items. The discriminatory index shows that there are two items, namely items 9 and 17, with low discriminating power, so the two items are not used. Of the 60 total distractors, 5 (8.3%) did not function well because less than 5% of the participants chose them. In contrast, as many as 55 distractors (91.7%) have functioned well.

The aim of this study is to conduct a validity and reliability study for adaptation of the scale of learning strategies (the Motivated Strategies for Learning Questionnaire) to Turkish, which was developed by Pintrich, Smith, Garcia and McKeachie (1991) and adapted by Meijs et al. (2019) for distance education students. The Scale of Learning Strategies for Distance Education Students is a scale consisting of 25 items and 5 factors (management of time and effort, complex cognitive strategies use, simple cognitive strategies use, communication with others, and academic thinking). After testing equivalance of Turkish form, the validity and reliability studies of the Scale of Learning Strategies for Distance Education Students were conducted with participation of 411 students studying in different departments of Kocaeli University in the fall semester of the 2021-2022 academic year. Confirmatory Factor Analysis (CFA) method was used for the adaptation of the scale, the significance of the differences between item average scores of the groups over and below 27% were examined with Cronbach's alpha internal consistency coefficients, corrected item-total correlations, and t-test in order to determine the relability. As a result of normality test and first CFA, the 2nd and 6th items in the time and effort management sub-dimension were excluded from the scale in accordance with expert opinions due to fact that their standardized regression coefficients were not significant (p>0.05). When the fit indices were examined as a result of the analysis, the findings were as follows X[superscript 2]/sd =2.594, RMSEA= 0.064, SRMR= 0.0616, GFI= 0.894, NFI= 0.879, TLI= 0.908, CFI= 0.921 and IFI=0,922. The corrected total correlations of the scale items ranged between 0.37 and 0.68. The results of t-test applied to the scores of the groups over and below 27% were found to be significant for all items. Cronbach's alpha coefficient for the reliability of the overall scale was calculated as 0.915. Reliability for sub dimensions: Management of time and effort [alpha]=0,69; Complex cognitive strategy use [alpha]= 0,82; Simple cognitive strategy use [alpha]=0,87; Contacts with others [alpha]=0,76; Academic thinking [alpha]=0,88. A significant correlation was determined between the sub-dimensions of the scale and between the subdimensions and the total. According to these findings, adaption of the scale to Turkish is valid and reliable.

This study aimed to create and validate a scale for early childhood educators that reflects the cultural sensitivity of educators in classrooms. We collected data from 403 early childhood educators in Adiyaman, Turkey. Experts' assessments were consulted for content validity, and EFA and CFA were done for the reliability and validity of the scale. The internal consistency coefficient was calculated based on the reliability of the study. The result of scale development was a 29-item, 3-factor scale that shows evidence of reliability, validity, and practical usability for further research. The three factors of the Cultural Sensitivity Scale for Early Childhood Educators consist of "acceptance of cultural differences," "adaptation of cultural differences," and "rejecting cultural differences." The relationship among subscales was tested and it was seen that the sub-dimensions of 'Acceptance of Cultural Differences' and 'Adaptation to Cultural Differences' were positively related to each other and that these two sub-dimensions were negatively and significantly related to the sub-dimension of 'Rejecting Cultural Differences'. Confirmatory factor analysis (CFA) also confirmed the results of EFA. Factor analysis results showed that the scale had three factor and Cronbach a was 0.743.

In today's technologies, in line with the needs of the age, social platforms have taken their place in education with increasing importance day by day. Especially in the pandemic process, which requires distance education, the tendency to social media has increased. Therefore, the attitudes of secondary school students towards the use of YouTube for learning purposes have gained importance. For this reason, it is aimed to develop the YouTube Usage Scale (YUS), which can be used to determine secondary school students' attitudes toward YouTube use. Thus, in the study, it was foreseen to determine the behavioral intentions of secondary school students to use YouTube as a Learning Resource and to reveal the factors affecting this behavioral intention. The research population consists of all secondary school students studying in the Malazgirt district of Mus province, located in the eastern part of Turkey, in the 2018-2019 academic year. The sample of the study is represented by 644 students selected by the random sampling method. The content validity of the YUS was provided by expert opinion. The construct validity was validated by exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). For content validity, a 47-item draft YUS was submitted to the opinion of a group of 14 experts in the field. The content validity of the 42-item YUS was ensured. In the construct validity studies of YUS, EFA was performed with a total of 644 secondary school students studying in the 5th, 6th, 7th and 8th grades. CFA was carried out with the participation of 311 secondary school students excluding the EFA sample group. EFA showed that YUS consisted of 4 sub-dimensions and 25 items. The Cronbach's alpha coefficient was found to be 0.91 in the reliability analysis of YUS. Also, in reliability studies, it was determined that the subscales had summability and no response bias. The fit-order between the four-factor structure determined as a result of EFA and the sample data was examined using the AMOS 24.0 program within the framework of the Technology Acceptance Model (TAM). First- and second-order confirmatory analysis models were used in the data-model fit calculations. As a result of the study, the validity and reliability of the 24-items YUS scale were produced. Thus, the structures explaining the behavioral factors of secondary school students were defined, and the relationship of these structures with other factors was determined.

The purpose of this study was to adapt the computational thinking scale developed by Tsai, Liang and Hsu (2021) into Turkish in order to determine the computational thinking skill levels of secondary school students according to such basic elements defined by Selby and Woollard (2013) as abstraction, decomposition, algorithmic thinking, evaluation and generalization and to do the related validity and reliability study. A total of 454 high school students (9th-12th grade) determined with the convenient sampling method constituted the sample of the study. The original scale was made up of 19 5-point Likert-type items. Confirmatory Factor Analysis (CFA) was performed to examine the conformity of the data collected via the adapted scale to the five-factor structure of the original scale. As a result of CFA, it was seen that the factor structure of the original scale was preserved. The reliability of the scale was checked with the internal consistency coefficient for the whole scale and its factors. The Cronbach Alpha coefficients obtained were 0.84 and McDonald's omega coefficients obtained were 0.86. The scale's Turkish adaptation was found to be a valid and trustworthy measurement tool for establishing the computational thinking proficiency levels of students in high school.

In the information and knowledge society, technology and the COVID-19 pandemic have added to the debate on Media and Information Literacy (MIL). In Peru, in spite of the recommendations from international institutions, proper attention has not been given, generating gaps in the study curricula. From this perspective, the study investigates the level of development of MIL in students studying the last cycle of intermediate education. In order to determine this, the AMI-Peru-21 survey was designed and validated, based on the UNESCO proposals. This research is of a quantitative, descriptive and crosscurricular nature, which made it possible to diagnose the relationship of the socioformative factors with the levels of MIL achievement, based on a sample made up by 1250 students from the province of Arequipa. The results evidence the validity and reliability of the instrument ([alpha]=0.96) in order to measure the level of MIL, from the perspective of student self-perception, as well as the association of certain socioformative factors with MIL (p<0.000), among them, progress with age, i.e., older ages are associated with greater the levels of achievement, and females make more progress than males. It is also verified that access to basic services, such as electricity and the Internet, and the type of educational institution are correlated with higher levels of MIL achievement. From the evidence that is generated, in order to ensure the education of critical, ethical and responsible citizens, a set of initiatives is suggested to further the evolution of MIL in education.

In recent years, research has focused on the factor structure of the Teacher Sense of Efficacy Scale (TSES), and the significant effects of teachers' self-efficacy on both teachers' outcomes (teachers' performance, enjoyment of teaching, and commitment to teach), and students' outcomes (student learning achievements, motivation, and own sense of efficacy. However, current literature shows that very limited research on the factor structure of the TSES for teachers has been conducted in the Vietnamese educational context. Thus, this study explored the factor structure of the 12-item TSES for a group of 395 in-service teachers from 24 high schools in Vietnam. Both exploratory factor analysis and confirmatory factor analysis were performed to explore the possible factor structure of the TSES and confirm the latent structural validity of the TSES model. The results of factorial analysis indicated that the three-factor structure of the original TSES, which included efficacy for instructional practices, efficacy for classroom management, and efficacy for student engagement, was appropriate for high school teachers in Vietnam. The reliability of each of the three subscales and the whole scale was satisfactory. The findings suggested that the application of TSES was suitable for Vietnamese in-service teachers to assess their self-efficacy. The study recommended that future studies should examine the factor structure of the TSES for a group of pre-service teachers in Vietnam to compare the experience levels of efficacy beliefs between pre-service and in-service teachers.

Global competence is supposed to possess a transformative capacity allowing for building bridges across cultural diversity to foster international cooperation. Literature searches indicate the paucity of robust tools evaluating global competence. This research strove to adapt and validate a measure for the assessment of students' global competence in Kazakhstan. For this purpose, the Global Competence Scale was chosen. A total of 467 graduate and undergraduate educational psychology students responded to the adapted scale. Based on the scores collected, the instrument was examined using exploratory and confirmatory factor analyses. Good reliability was yielded (Cronbach's alpha for the factors ranging from 0.722 to 0.924) and the original nine-factor structure was replicated and accounted for 61.84 % of the total variance. The model fit indices met the criteria set a priori. The Kazakh version of the Global Competence Scale was unprecedented and proved to be a reliable and valid tool for gauging the construct. In contrast to the original study, surveyees with international experience reported no superior scores relative to non-experienced counterparts. Holistically, findings suggest the respondents should work on their global competence, in particular with regard to international academic knowledge and communication. Further validation of the scale with larger sample sizes to increase its generalizability and use is encouraged.

This research aims to develop a reliable and valid scale to determine middle school students' self-efficacy about estimation skills. In addition, with the developed scale, the estimation skill self-efficacy of middle school students was examined in terms of various variables. For these purposes, a draft scale of 40 items was developed by reviewing the literature and taking expert opinions. In this context, data were obtained from two different study groups in the research. The first stage of this research was the development of the scale, and the data obtained from 327 middle school students. The second stage of this research was the testing process of the developed scale, and it was carried out on the data obtained from 317 middle school students. While developing the scale, confirmatory factor analysis, exploratory factor analysis, Guttman Split-half values reliability and Cronbach Alpha internal consistency coefficient calculations were performed. As a result of the analysis, the total variance percentage of the scale consisting of 23 items and 5 factors was found to be 55.61%. In addition, it was seen that the model obtained as a result of CFA was at an acceptable level. Cronbach Alpha value for the whole scale was determined as 0.91. As a result of this study, a reliable and valid scale was developed to determine the middle-school students' self-efficacy for estimation skills. It was concluded that middle school students' self-efficacy for estimation skills differed according to grade level, but not according to gender. When total score of the whole scale was considered, it was seen that estimation skill self-efficacies of the female students were higher than of the male students but that difference was not significant. Besides, when the estimation skill self-efficacy levels of students were investigated according to their grade level in this research, it was concluded that the self-efficacy scores of the 7th grade students were higher than of the 5th, 6th and 8th grade students.

Self-determination theory (SDT) is a significant theoretical framework for investigating and comprehending student learning and motivation, which are crucial aspects of physical education. The purpose of this study is to identify the reliability and validity of the Malay language version of SIMS-14 items, as well as to determine the effect of four-week intervention teaching utilizing the flipped classroom method affects primary school students' situational motivation. A total of 421 students participated in this study. Reliability analysis based on the Rasch model found that the individual reliability value was 0.91 and the items reliability was 0.85. CFA analysis reported X[superscript 2]/df = 2.037, CFI = 0.969, GFI = 0.907 and RMSEA = 0.074 with internal validity for each variable based on Cronbach Alpha's ([alpha]) values ranging from 0.87 to 0.92. As for the value of Construct Validity (CR), the value of 0.88 to 0.95 is obtained by fulfilling the condition [greater than or equal to] 0.60 and the value of Average Variance Extracted (AVE) is between 0.70 to 0.86. Therefore, the data collected using SIMS-14 items were analyzed with One-Way ANCOVA and the results affirmed that students from the experimental group exhibited an enhancement in situational motivation based on flipped classroom method better than the control group. Besides, the results of the study revealed that the SIMS-14 items consist of four factors that are consistent and prove the quality of psychometry. In addition, the SIMS-14 items instrument attempts to represent constructs of intrinsic motivation, identified regulation, external regulation, and amotivation that can be widely used for assessment in the context of PE.

This study is an attempt to develop a reliable and valid measurement tool to measure secondary school students' attitudes towards metaverse use. Therefore, the study reported the analyses related to metaverse attitude scale (MVAS). The content validity of the scale was ensured by an expert's view, and Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) designed according to the Technology Adaptation Model (TAM) were employed to ensure its construct validity. The structural equation model was used to reveal the relationship across the variables. EFA was carried out with the data obtained from 251 5th, 6th, 7th, and 8th-grade secondary school students enrolled in public schools in a city in northwest Turkey. The results of EFA confirmed a 22-item three-factor model. Then, the three-factor model obtained from EFA was cross-validated through the use of CFA that proposed a 21-item 3-factor model. The fit indices for CFA were found as 0.05 for RMSEA, 0.049 for SRMR, 0.889 for GFI, 0.871 for AGFI, 0.9146 for NFI, 0.965 for CFI, and 0.916 for RFI. Besides, the results affirmed the proposed 21-item three-factor model theoretically and statistically. Structural equation modeling was used to determine the relationship across variables. Accordingly, secondary school students were identified to have positive responses towards cognitive and affective fields related to the metaverse. However, they could not transform these responses into behavioral field. As a result, the metaverse may be used in education since it is likely to observe the independent variables such as perceived usefulness, perceived ease of use and attitude towards use regarding the metaverse in secondary school students.

The competences expected from teachers are described in several international reports. An investigation of teacher competences has a potential to analyze and delineate the current situation. Assessment of any construct necessitates utilization of appropriate scales with established validity and reliability. Currently available validated digital competence scales have examined digital competences of citizens, teachers, students, but most are based on only one digital competence framework. In this study a valid, reliable, and comprehensive scale entitled "Teachers' Digital Competence Scale" (TDiCoS) for teachers of different subjects has been obtained by relying on standards/policy reports from several countries. TDiCoS items measure teachers' self-assessment and report of their use of digital technologies in their classrooms. TDiCoS was validated on a sample of 288 in-service teachers. In the final form TDiCoS is unidimensional and composed of 19 items. The model fit criteria, factor loadings, internal validity, and reliability of TDiCoS were examined and found to be good. Hence, it can inform design of new policies and teacher professional development programs targeting digital competences.

In recent years, computational thinking has been considered as one of the 21st century skills that all students should have. Researchers emphasize the importance of determining and developing students' computational thinking levels from the earliest possible age. However, no measurement tool has been found in the literature that aims to reveal the computational thinking levels of primary school students. In this study, it was aimed to develop the computational thinking scale for primary school students and to examine the computational thinking levels of primary school students according to different variables (grade level, daily computer use time). In the first stage of the study, a scale with appropriate psychometric properties was developed to measure computational thinking. In the scale development phase of the research, exploratory sequential mixed methods research design was used. In the other phase of the study, it was investigated whether the computational thinking levels of primary school students differed according to the grade level and daily computer usage time without any intervention. For this reason, the research was carried out in accordance with the general survey model, which is one of the descriptive research types. For the first stage, the study group of the research consisted of 287 students studying in the 1st, 2nd, 3rd and 4th grades of primary schools in Ankara Golbasi district in the second term of the 2021-2022 academic year. In the process of examining the students' computational. thinking levels according to the variables of grade level and daily computer usage time, the study group consisted of a total of 96 students attending the primary education classes of a private school in Ankara in the second term of the 2021-2022 academic year. In this context, the one-dimensional computational thinking scale consisting of 17 items was applied to 287 primary school students and the obtained data were subjected to validity and reliability analysis. According to the explanatory factor analysis, the scale explains 46% of the total variance. When the results of the explanatory factor analysis are examined, it is seen that the factor loads of 17 items in the scale vary between 56 and 0.86. The internal consistency coefficient of the scale was found to be Cronbach Alpha 0.92. The developed scale was applied to primary school students in the next stage. As a result of the study, it was found that the generally computational thinking levels of primary school students differed significantly according to the grade level. On the other hand, it was observed that the students' computational thinking levels differed significantly according to the time spent in front of the computer daily, and the mean of the students' computational thinking scale increased as the daily computer use time increased.

Communication style refers to the distinct ways individuals exhibit verbal, paraverbal, and nonverbal communication patterns in social interactions. It involves receiving, interpreting, and delivering feedback and messages. Factors like culture and personality affect communication styles, and tools like communication styles inventory (CSI) help evaluate and improve individuals' communication skills. Cultural differences significantly impact communication styles, so it's important to adapt and validate measurement instruments for diverse cultural settings, such as adapting CSI for the Russian context. This study aims to adapt CSI for use in the Russian context. The research follows a quantitative approach, collecting data from 407 undergraduate and graduate students across different universities. CSI is a questionnaire assessing six distinct communication patterns with 96 items. The researchers conducted exploratory and confirmatory factor analyses to examine CSI's validity and reliability in the Russian context. The analyses yielded an eight-factor model explaining 59.5% of the total variance. Although two factors from the original scale were preserved, other factors were newly named. The confirmatory factor analysis tested the relationship between the original sub-dimensions and the new dimensions, resulting in a better-adapted model with significant relationships between items and factors. The findings indicate the scale's suitability for different cultures and sample groups, supporting its validity and reliability. Further research should adapt the scale to other cultures and utilize it in studies in the Russian context.

In the context of improving the quality of teacher education, the focus of the present work was to adapt the Mentoring for Effective Primary Science Teaching instrument to become more universal and have the potential to be used beyond the elementary science mentoring context. The adapted instrument was renamed the Mentoring for Effective Teaching Practicum Instrument. The new, validated instrument enables the assessment of trainee teachers' perceived experiences with their mentors during their two-week annual teaching practicum at elementary and high schools. In the first phase, the original 34-item Mentoring for Effective Primary Science Teaching instrument was expanded to 62 items with the addition of new items and items from the previous works. All items were rephrased to refer to contexts beyond primary science teaching. Based on responses on an expanded instrument received from 105 pre-service teachers, of whom 94 were females in their fourth year of study (approx. age 22-23 years), the instrument was reviewed and shortened to 36 items classified into six dimensions: personal attributes, system requirements, pedagogical knowledge, modelling, feedback, and Information and Communication Technology due to outcomes of Principal Component and Confirmatory Factor analyses. All six dimensions of the revised instrument are unidimensional, with Cronbach alphas above 0.8 and factor loadings of items above 0.6. Such an instrument could be used in follow-up studies and to improve learning outcomes of teaching practice. As such, specific and general recommendations for the mentee, mentors, university lecturers, and other stakeholders could be derived from the findings to encourage reflection and offer suggestions for the future.

In this study, we regard co-creation as a collaborative process where students, lecturers and working field professionals from outside the university jointly develop innovative products, processes or knowledge. In co-creation all stakeholders equally contribute to the collaborative process and aim to create beneficial outcomes for each participant. Co-creation can be used as a valuable pedagogical method to support continuous interaction between learning and working in higher education to foster innovation. However, this process is not necessarily mastered by co-creation groups. In order to identify which components of this collaboration process can be further improved, we developed a questionnaire to assess co-creation processes in higher education. Students, lecturers and working field professionals participating in co-creation projects completed the questionnaire. We validated the questionnaire using a principal component analysis. The seven extracted scales proved to be sufficiently reliable. The final questionnaire consists of seven components: positive interdependence, individual accountability, collaboration, shared mental models, safe and supporting conditions, creative community, and group evaluation. We described how the tool can be used in practice.

Student well-being has gradually become a topic of interest in higher education, and the accurate, valid, and reliable measure of well-being constructs is crucial in the South African context. This study examined item bias and configural, metric and scalar invariance of the Satisfaction with Life Scale (SWLS) for South African first-year university students. A cross-sectional design was used. A sample of 780 first-year South African university students was included. Confirmatory factor analysis, differential item functioning measurement invariance, and internal consistency were tested. A one-factor structure was confirmed. Item 1 of the SWLS was particularly problematic concerning bias (uniform and non-uniform bias). Measurement invariance was established; however, Item 1 was again problematic, resulting in partial metric and scalar invariance. The scale was reliable (Cronbach's [alpha] was 0.83; McDonald's omega [omega] was 0.83). This study contributes to the limited research on the specific psychometric properties of the SWLS in a diverse higher education setting. The results could assist with valid and reliable measurements when developing interventions to enhance student well-being.

The Jefferson Scale of Empathy is one of the most commonly used scales in medical education to measure empathy. It is specific to the field of medical education and geared toward orienting medical students to physician empathy in patient care situations. The scale was transferred to the educational context in teacher education. In doing so, the questionnaire was reduced from the original 20 items to 9 because of content and methodological issues. A CFA showed good model-fit parameters for a three-factor model, and correlations with the German version of the Interpersonal reactivity Index were in line with the magnitudes reported in previous literature. In total, the JST-E scales show evidence for their factorial and convergent validity and their reliability. The JSE-T proves to be a good instrument for measuring empathy in educational contexts and thus closes the gap between trait measurement procedures such as the IRI and concrete-situational judgment tests, so that an economical, multidimensional testing of empathy becomes possible.

This study sought to propose the Undesirable Behavior Strategies Questionnaire--Physical Education (UBSQ-PE), based on Doyle, W. (1977). Paradigms for research on teacher effectiveness. "Review of Research in Education," 5(1), 163-198. classroom ecology paradigm, and validate its use within Physical Education. 289 physical educators participated in the study (80 of them in the pilot study) and completed a survey evaluating the strategies they used across the classroom ecology task systems. An exploratory factor analysis proposed a four-factor solution that measured teachers' strategies for "Differentiation of Instruction, Interaction for Students, Classroom Management," and "Interaction with Students" and explained a cumulative 47.45% of the total explained variance (KMO = 0.809, [chi-squared subscript 231] = 1,266, 684, p < 0.001). A confirmatory factor analysis indicated a good fit of the data to the four-factor solution ([chi-squared]/df ratio = 1.52, comparative fit index = 0.906, Tucker Lewis index = 0.890, standardized root mean square residual = 0.079, root mean square error of approximation = 0.05), providing evidence for the instrument's internal consistency. Multiple analyses of variance showed that there were differences in teachers' strategies based on their gender, age, studies, professional knowledge, and school level. The use of UBSQ-PE asserts that teachers use undesirable behavior (UB) strategies according to their personal and professional characteristics. Teacher education programs could use this information for supporting PE teachers to adjust their UB strategies in response to each classroom's interrelated task systems.

While discussions on the efficiency and adequacy of distance education, which has passed through various stages from the 1700s to the present day, and its accessibility has become easier with the opportunities provided by technology, it has to be experienced by almost everyone after the pandemic in 2019. While there are various scale studies for distance education before 2019 in the literature, there is a need for an up-to-date scale with proven validity and reliability. Therefore, this study aimed to develop an up-to-date scale with proven validity and reliability for the use of researchers who aim to study this subject. The item pool of the scale was designed considering the attitude and its sub-components as positive and negative. The scale, which took its final form before the application with the help of an assessment and evaluation specialist and a language expert, was applied to a group of 341 students consisting of Gazi University Education Faculty, Haci Bayram Veli University Fine Arts Faculty, Haci Bayram Veli University Faculty of Literature. As a result of Exploratory Factor Analysis and Confirmatory Factor Analysis, a structure consisting of 30 items with six factors was revealed. Cronbach's alpha values of the factors were measured as 0.84, 0.71, 0.85, 0.70, 0.75, and 0.76, respectively. The total Cronbach's alpha value of the scale, which constituted the whole of the factors, was 0.92. As a result of the analyses performed at the end of this research, a valid and reliable scale was put forward to measure the attitudes toward online education. [Note: The publication month (June) shown on the PDF is incorrect. The correct month of publication is December.]

Massive open online courses (MOOCs) have emerged as an affordable way to distribute knowledge and democratize education. The examination of online courses calls for theoretical models and instruments that contemplate its particularities. The community of inquiry (CoI) framework has been used in several studies to analyze the effectiveness of online education and hybrid education, including MOOCs. This study aimed to translate and validate the Community of Inquiry Survey instrument (Arbaugh et al., 2008) into Brazilian Portuguese, and used a two-stage methodological design for translating and validating a questionnaire. In the first stage, we carried out translation, back-translation, and cross-cultural adaptation. We translated the 34 items while maintaining the survey's original format. In the expert evaluation phase, all items were considered understandable and essential for inclusion in the Brazilian Portuguese version of the CoI instrument. In the second stage, a prospective cross-sectional study was conducted to validate the questionnaire, and data was collected from participants completing the "Nursing Assessment" MOOC available on the Lúmina platform. A total of 690 responses were gathered. The resulting instrument produced excellent results, and the three presences achieved high reliability indexes, clearly indicating their adequacy. Furthermore, this study proved the validation of the CoI instrument, maintaining the three-factor structure previously reported in the literature corresponding to the three presences: teaching, social, and cognitive presence. We recommend further studies to evaluate the need for excluding or altering cognitive presence items.

The Pediatric Symptom Checklist-17 (PSC-17) is a popular screening instrument used by parents and clinicians to assess children's behavioral functioning. However, more schools are examining the potential of the PSC-17 as part of a Multi-Tier System of Support framework. To investigate the potential of the PSC-17 in the schools, a sample of 1,779 U.S. preschool and kindergarten-aged children rated by parents (n = 667) and teachers (n = 1,112) was used to assess the measurement invariance of the PSC-17 across respondent groups. Multiple-group Confirmatory Factor Analysis supported partial scalar invariance for the PSC-17, indicating functional equivalence across teacher and parent respondents. Latent mean testing revealed teachers rated children as exhibiting a lower level of Externalizing Problems relative to parents; however, no significant differences in children's Internalizing Problems and Attention Problems were found between teacher and parent ratings.

This study aimed to study the validity and reliability of the Uskudar Benevolence and Malevolency Scale (USBEMA). The sample consists of 1028 people from all over Turkey. The analysis made revealed that the scale consists of two factors. The first factor "Purpose Oriented" explains 35.2% of the variance and the second factor "Process Oriented" 7.9% of the variance. The two-factor structure, consisting of a total of 35 items in total, explained 50,6% of the total variance. In addition, two factors confirmed the USBEMA in the confirmatory factor analysis (Chi-square/degrees of freedom: 4.09; RMSEA: 0.079; NFI: 0.80; NNFI: 0.81; CFI: 0.84; GFI: 0.86; AGFI: 0.83). The internal consistency coefficient (a) of the scale was found to be 0.92. As a result of the study, it was understood that the scale is valid and reliable. Thus, A valid and reliable USBEMA Scale emerged, which was rated as "I do not accept", "I accept", "I accept but I cannot do it, I'll feel regret", and "I believe and implement with a sense of responsibility by planning" and "I always believe and implement with love" that psychometrically measures the benevolence/malevolence attitudes and perceptions of individuals.

The teaching profession in the researcher's context is becoming a machine-like job because teachers' followership i.e. competence, commitment, courage, and self-management, is least prioritized, and more focus is given only on their regularity and punctuality. Effective followership is desired among the teachers for the achievement of educational goals but ignored and resultantly, there is no scale on teachers' followership. Moreover, the followership measures particularly for teachers in the research literature are rare and the available measures lack recommended psychometric evidence. Therefore, the effort to develop a followership scale for teachers (FST) has been made. Through literature review, 55 items were constructed. Five items were discarded from the item pool having poor Content Validity Ratio i.e. below 0.42 that is estimated through the judgment of 14 experts. The items were administered using google form in the what's app groups of teachers and 346 school teachers working in high schools have responded. Exploratory factor analysis using varimax rotation and confirmatory factor analysis on AMOS-21 was performed for construct validation of the scale. The scale was finalized containing 16 items with no item representing less than 0.40 load. Subscales of followership indicate moderate correlation and the overall Cronbach alpha of the scale was estimated at 0.88. Finally, FST includes four subscales i.e. (a) Competence, (b) Commitment, (c) Courage, and (d) Self-management. The scale containing recommended psychometric properties is available for use.

Alienation is a psychological state in which a teacher feels and develops relatively loss of relationship with others. First and foremost, in the present study, it was found that the standardized Alienation Scale by Hardeo Ojha constructed in the year 2010 was appropriate in measuring alienation in general social context for adults above twenty one years of age and it required a few modifications to cater specifically in terms of secondary school teachers context which led to further developing and validating alienation scale on secondary school teachers. The psychometric properties of alienation of secondary school teachers were explored. The study assessed the level of alienation dimension-wise of two hundred secondary school teachers teaching in Punjab (India). The scale was made reliable and valid using Content validity, Exploratory Factor Analysis, Confirmatory Factor Analysis, Cronbach's alpha, Average Variance Extracted, Composite Reliability. The reliability statistics using Cronbach's alpha is greater than 0.80 of overall alienation scale ([alpha]=.878), social isolation ([alpha]=0.892), work alienation ([alpha]=0.869) and cultural estrangement ([alpha]=0.875) with average variance extracted greater than 0.40 and composite reliability greater than 0.70 for all the factors. Therefore, validity and reliability analysis showed that the scale possesses adequate homogeneity and internal consistency. Thus, the alienation scale can be considered appropriate to measure level of alienation of secondary school teachers. Secondly, for field testing the applicability of the developed and validated scale of alienation, it was administered on 500 secondary school teachers. The objective was to conduct comparative analysis of alienation and its dimensions with respect to gender. The findings revealed no significant difference with respect to gender in alienation, social isolation and cultural estrangement. Significant differences were found in case of work alienation wherein the female secondary school teachers were on the higher end in comparison to the male secondary school teachers.

This study aims to develop a valid and reliable "Teacher Anxiety Scale for Organizing Trips to Out of School Learning Environments" to measure teachers' anxiety about out-of-school learning environments. This research focuses on the methodological validity and reliability of the scale. The study group of the research consisted of 394 teachers working in public and private schools affiliated to the Ministry of National Education in different cities of Turkey. In the development of the scale, the processes of literature review, creating an item pool, obtaining expert opinion, pilot test, creating the trial form, data collection, data analysis (exploratory factor analysis, repeated exploratory factor analysis, confirmatory factor analysis, item analysis, and reliability analysis), and creating the final form were followed. As a result of the analysis, a valid and reliable scale consisting of 28 items and four factors was created. The factors of the scale were named "Bureaucracy-Related (BR) Anxiety", "Safety Risks-Related (SRR) Anxiety", "Harm-Related (HR) Anxiety" and "Pedagogy-Related (PR) Anxiety", respectively. While the Cronbach's Alpha reliability coefficient for the total scale was determined as 0.944; the reliability coefficients for the factors were determined as BR Anxiety Cr [alpha]=0.868, SRR Anxiety Cr [alpha]=0.922, HR Anxiety Cr [alpha]=0.903, and PR Anxiety Cr [alpha]=0.952, respectively. The results indicate that the scale is quite reliable.

The present study aims to develop a valid and reliable pedagogical literacy scale based on teachers' views. It also aims to investigate the variations in pedagogical literacy levels of teachers based on gender, educational level, and professional seniority variables to test the functionality of the pedagogical literacy scale. The study was conducted with teachers employed in educational institutions at various levels in Malatya Province, Turkey. The exploratory factor analysis was conducted with 345 active teachers employed in Yesilyurt District in Malatya Province during the 2021-2022 academic year. Dynamic factor analysis (DFA) was conducted with 375 active teachers employed in Battalgazi District in Malatya Province during the 2021-2022 academic years, and the functionality of the scale was determined with 412 teachers employed in various districts in Malatya Province. In the study, the draft item pool included 37 items before the exploratory factor analysis. However, the experts suggested revision of three items and removal of four items, and the exploratory factor analysis (EFA) was conducted on 33 items. EFA results revealed that the scale included 4 factors in 25 total items. Confirmatory factor analysis (CFA) revealed that the 4-factor 25-item scale was acceptable based on excellent fit indices. The Cronbach Alpha coefficient of the scale that included 25 items and four factors was 901. The analysis was conducted to test the functionality of the scale and it was determined that the pedagogical literacy levels of the teachers were good. Furthermore, it was concluded that there were significant differences between the pedagogical literacy levels of the teachers based on gender, educational level and professional seniority variables.

Readiness is important for the success of the e-learning process. The purpose of this study was twofold: to develop a scale to measure K-12 teachers' e-learning readiness, and to examine their readiness to teach online. The participants were 3,295 K-12 teachers working in Izmir, Turkey. First EFA, then CFA-SEM was performed. Additionally, teachers' e-readiness in terms of gender, years of service, school level, and daily device usage time were examined. Teachers are ready for e-learning considering their overall scores. A significant difference was found in favor of males in the "technical competence" factor and in favor of females in the "colleague, content, and pedagogical and ethical competence factors". The readiness of younger teachers is generally higher. On a factor basis, there is only a significant difference in the factors of computer self-efficacy and student readiness according to educational level. As the use of devices increases, technology-related readiness increases. The readiness of teachers plays an important role in determining future strategies, measures, and interventions that need to be taken to advance e-learning.