Turkish Adaptation of Principal-Teacher Relationship Scale: Validity and Reliability Study
Abstract views: 166
/ 
PDF downloads: 176
DOI:
https://doi.org/10.52380/ijcer.2023.10.3.473Keywords:
Principal-teacher relationship scale, Validity, ReliabilityAbstract
In the study, the Principal-Teacher Relationship Scale, created originally by Zee, Roorda, and Hanna (2023), was subjected to an adaptation study for Turkish culture. In line with this aim, data for the study were gathered from 389 teachers working in primary and secondary schools located in the districts of Konya, Turkey. The Principal-Teacher Relationship Scale (PTRS) was used as the data collection tool in the study. The PTRS is a two-dimensional scale consisting of a total of 10 items. As part of the adaptation of the PTRS into Turkish, permission for scale usage was obtained initially. Subsequently, the process of establishing the Turkish language equivalence of the PTRS was initiated. After completing this process, data for the study were collected and analyses were conducted. Within the framework of data analysis, the validity and reliability of the PTRS were tested. Confirmatory factor analysis was used to evaluate the validity of the PTRS's two-dimensional structure. The reliability of the PTRS was evaluated using Cronbach's alpha coefficient. Based on the validity and reliability analyses, it was concluded that PTRS is suitable for use in Turkish culture and is a valid and reliable data collection tool.
References
Aimah, S., Ifadah, M., & Linggar Bharati, D. A. (2017). Building Teacher's Pedagogical Competence and Teaching Improvement Through Lesson Study. Arab World English Journal (AWEJ), 8(1), 66-78. DOI: https://doi.org/10.24093/awej/vol8no1.6
Akgün, N., Yıldız, K. & Çelik, D. (2009). The high school principals’ managing methods for solving conflicts with teachers. Bolu Abant İzzet Baysal University Journal of Faculty of Education, 9(1), 89-101.
Allen, N., Grigsby, B., & Peters, M. L. (2015). Does leadership matter? Examining the relationship among transformational leadership, school climate, and student achievement. International Journal of Educational Leadership Preparation, 10(2), 1- 22.
Amini, Zelda., Hariri, Hasan. & Rini, Riswanti. (2022). How do interpersonal conflict management of principal develop teacher pedagogical competence: literature review. At-Tajdid: Jurnal Ilmu Tarbiyah, 11(1), 43-51.
Andrew, L., Parks, D., Nelson, L., & Phi Delta Kappa Commission on Teacher/Faculty Morale. (1985). Administrator’s handbook for improving faculty morale. Bloomington, IN: Phi Delta Kappa.
Barnett, K. and McCormick, J. (2004). Leadership and individual principal-teacher relationships in schools. Educational Administration Quarterly, 40(3), 406-434. DOI: https://doi.org/10.1177/0013161X03261742
Bhella, S. K. (1982). Principal’s leadership style: Does it affect teacher morale? Education, 102, 369-376.
Blase, J. & Blase, J. R. (1994). Empowering teachers: what successful principals do. Thousand Oaks, CA: Corwin Press.
Boucher, M. M. (2013). The relationship of principal conflict management style and school climate. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/948.
Brezicha, K., Bergmark, U., & Mitra, D. L. (2015). One size does not fit all: Differentiating leadership to support teachers in school reform. Educational Administration Quarterly, 51(1), 96-132. DOI: https://doi.org/10.1177/0013161X14521632
Büyüköztürk, Ş. (2013). Veri analizi el kitabı. Ankara: Pegem A. [Manual of data analysis]
Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri. Ankara: Pegem A. [Scientific research methods]
Caldwell, W. E., & Byers, K. (1988). Principals and teachers: using cooperative strategies to manage conflict and improve school climate. Retrived from https://eric.ed.gov/?q=Principal-teacher+conflicts&id=ED306646.
Cemaloğlu, N., & Kılınç, A. Ç. (2012). The relationship between school admisnistrators' leadership styles and teachers' organizational trust level. Mehmet Akif Ersoy University Journal of Education Faculty, 12(23), 132-156.
Comrey, A. L., & Lee, H. B. (1992). A First course in factor analysis. (2th Edition), New Jersey: Lawrence Erlbaum Associates.
Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2014). Sosyal bilimler için çok değişkenli istatistik: SPSS ve Lisrel uygulamaları. Ankara: Pegem A. [Multivariate statistics for social sciences: SPSS and Lisrel applications]
DeVellis, R. F. (2014). Ölçek geliştirme: Kuram ve uygulamalar (Trans. Ed. T. Totan). Ankara: Nobel. [Scale development: Theory and practices]
Dinger, T. K. (2018). The relationship between teacher communication satisfaction, teacher job satisfaction, and teacher perception of leadership efficacy (Order No. 10808016). Available from ProQuest Dissertations & Theses Global. (2061549870).
Downs, J. O. (2018). Exploring the interdependence of trust and communication in the teacher-principal relationship (Order No. 29115586). Available from ProQuest Dissertations & Theses Global. (2665132968).
George, D., & Mallery, M. (2010). SPSS for Windows step by step: A simple guide and reference, 17.0 update (10th ed.). Boston, MA: Pearson.
Gravetter, F. J., & Wallnau, L. B. (2000). Statistics for the behavioral Sciences (5th ed.). Belmont, CA: Wadsworth/Thomson Learning.
Gürbüz, S., & Şahin, F. (2014). Sosyal bilimlerde araştırma yöntemleri: Felsefe-yöntem-analiz. Ankara: Seçkin. [Research methods in social sciences: Philosophy-method-analysis]
Hair, J., Ringle, C., & Sarstedt, M. (2011). PLS-SEM: Indeed a silver bullet. Journal of Marketing Theory and Practice, 19(2), 139-151. DOI: https://doi.org/10.2753/MTP1069-6679190202
Halawah, I. (2005). The relationship between effective communications of high school principal and school climate. Education, 126(2), 334-335.
Hulsbos, F. A., Evers, A. T., & Kessels, J. W. M. (2016). Learn to lead: Mapping workplace learning of school leaders. Vocations and learning, 9(1), 21-42. DOI: https://doi.org/10.1007/s12186-015-9140-5
Hunter-Boykin, H. S., Evans, V. (1995). The relationship between high school principals’leadership and teachers’ morale. Journal of Instructional Psychology, 22(2). 152-162.
Jöreskog, K. G., & Sörbom, D. (1996). Lisrel 8: User’s reference guide. Lincolnwood: Scientific Software International.
Kanyip, R. F. D. B. P., Ezeh, R. S., & Chioma, S. (2023). Principals’ and teachers’ perception of the impact of conflict management strategies on effective teaching in secondary schools in Enugu State, Nigeria. International Journal of Multidisciplinary Research And Analysis,6(1), 121-131.
Katz, D., & Kahn, R. L. (1978). The social psychology of organizations (Vol. 2). New York, NY: Wiley.
Kelley, Robert C., Thornton, Bill. & Daugherty, Richard. (2005). Relationships between measures of leadership and school climate. Education, 126(1),17.
Kline, R. B. (2013). Exploratory and confirmatory factor analysis. In Y. Petscher & C.
Latsch, N. (2017). A correlation between trust and principal leadership behaviors in rural low socio-economical schools (Order No. 10622112). Available from ProQuest Dissertations & Theses Global. (1957414922).
Li, L., Hallinger, P. & Ko, J. (2016). Principal leadership and school capacity effects onteacher learning in Hong Kong, International Journal of Educational Management, 30(1), 76 – 100. DOI: https://doi.org/10.1108/IJEM-03-2014-0035
Louis, K. S., Mayrowetz, D., Smiley, M. & Murphy, J. (2009). The role of sensemaking and trust in developing distributed leadership. In A. Harris (Ed). Distributed leadership,157-180. London: Springer DOI: https://doi.org/10.1007/978-1-4020-9737-9_9
MacCallum, R. C., Widaman, K. F., Preacher, K. J., & Hong, S. (2001). Sample size in factor analysis: the role of model error. Multivariate Behavioral Research, 36(4), 611-637. DOI: https://doi.org/10.1207/S15327906MBR3604_06
McLeary, C. & Cruise, P. (2012). Modelling organizational trust: Addressing challenges of measurement invariance. 470-XIII.
MNE (2023). 2022-2023 academic year education statistics. Retrieved from https://konya.meb.gov.tr/
Nnamara, M.A. (2005). Essential Conflict Management Skills for Principal. Onitsha: Jet Publishers.
Nunnally, J. C. (1978). Psychometric theory. New York: McGraw Hill.
Price, H. E. (2012). Principal–Teacher Interactions: How Affective Relationships Shape Principal and Teacher Attitudes. Educational Administration Quarterly, 48(1), 39–85. DOI: https://doi.org/10.1177/0013161X11417126
Price, H. E. & Moolenaar, N. M. (2015). Principal-teacher relationships: foregrounding the international importance of principals’ social relationships for school learning climates. Journal of Educational Administration, 53(1). DOI: https://doi.org/10.1108/JEA-11-2014-0134
Schein, E.H. (2010). Organizational culture and leadership (4th ed.). San Francisco: Jossey-Bass.
Tabachnick, B. G., & Fidell, L. S. (2012). Using multivariate statistics (6th ed.). Boston: Allyn & Bacon.
Tavşancıl, E. (2014). Tutumların ölçülmesi ve SPSS ile veri analizi. (3. Baskı). Ankara: Nobel. [Measurement of attitudes and data analysis with SPSS]
Tschannen-Moran, M. & Gareis, C.R. (2015). Faculty trust in the principal: an essential ingredient in high-performing schools. Journal of Educational Administration,53(1), 66-92. DOI: https://doi.org/10.1108/JEA-02-2014-0024
Türnüklü, A., Şahin, İ. & Öztürk, N. (2002). Conflict resolution strategies of students, teachers, principals and parents in primary school. Educational Administration in Theory & Practice, 32(32), 574-594.
Weitten, W., Yost-Hammer, E., & Dunn, D. S. (2016). Psychology and contemporary life. (E. İkiz, Trans. Ed.), Ankara: Nobel Publishing.
Yıldız, K. (1996). The communication of principals and teachers in elementary school in Bolu. (Unpublished master's thesis). Abant İzzet Baysal University, Social Sciences Institute, Bolu.
Yılmaz, E. (2006). Okullardaki örgütsel güven düzeyinin bazı değişkenler açısından incelenmesi. The Journal of Selcuk University Social Sciences Institute, 16, 739 756. [Examining the level of organizational trust in schools in terms of some variables]
Yukl, G. (2012). Effective leadership behavior: what we know and what questions needs more attention. Academy of Management Perspectives, 26(4), 66-85. DOI: https://doi.org/10.5465/amp.2012.0088
Zee, M., Roorda, D. L., & Hanna, F. (2023). Principal–teacher relationships: Dimensionality and measurement invariance of a measure for primary and secondary school teachers. Management in Education, 0(0). https://doi.org/10.1177/08920206231154740 DOI: https://doi.org/10.1177/08920206231154740
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Muhammet İbrahim Akyürek, Murat Akkoyun
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
