Reassesing the psychometric properties of the Turkish version of Enabling School Structure Scale

  • Niyazi Özer İnönü University
  • Burhanettin Dönmez İnönü University
Keywords: Bureaucracy, bureaucratic structure, primary schools, scale adaptation

Abstract

The purpose of this research is to investigate the psychometric properties of the Enabling School Structure Scale (ESS) that aims to measure the degree to which school structure is enabling or coercive, and also to conduct reliability and validity studies of the scale. Participants of the study consisted of 1018 teachers working in 75 different primary schools located in Malatya province during 2009-2010 semester. For validity studies, exploratory and confirmatory factor analyses were carried out, and also corrected item-total correlations were estimated. For reliability studies, Cronbach Alpha and test-retest correlation coefficients were estimated. Results obtained from the reliability and validity studies showed that on the contrary to original form of ESS, Turkish form consisted of two distinct factors, enabling bureaucracy and coercive bureaucracy respectively. While factor loading of the items in enabling bureaucracy range between ".557" and ".832", factor loadings of items in coercive bureaucracy range between ".485" and ".785". It was also found that this 12 itemed two-factor solution explained approximately a total of 51% of the total variance. Estimated Cronbach alpha coefficients were ".806" for enabling bureaucracy sub-scale and ".774" for coercive bureaucracy sub-scale. Consequently it can be asserted that Turkish form of the ESS scale should be used with two factor structure not one single structure.

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Published
2013-12-01
How to Cite
Özer, N., & Dönmez, B. (2013). Reassesing the psychometric properties of the Turkish version of Enabling School Structure Scale. Pegem Eğitim Ve Öğretim Dergisi, 3(4), 57-68. https://doi.org/10.14527/C3S4M4