Measuring Teachers’ Perceptions of Professional Esteem: A Scale Development Study Based on Societal, Institutional, and Professional Self-Esteem Dimensions
Öğretmenlerin Mesleki Saygınlık Algılarının Ölçülmesi: Toplumsal, Kurumsal ve Mesleki Öz Saygınlık Boyutlarına Dayalı Bir Ölçek Geliştirme Çalışması
The purpose of this study was to develop a valid and reliable measurement instrument for assessing teachers’ perceptions of professional esteem at the societal, institutional, and personal professional levels. The Teacher Professional Esteem Scale (TPES) developed for this purpose consists of nine items. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted to examine the construct validity of the scale. EFA revealed a three-factor structure comprising Societal Esteem, Institutional Esteem, and Personal Professional Esteem. The three factors explained 66.023% of the total variance, with factor loadings ranging from .495 to .961. CFA results indicated that the three-factor structure demonstrated a good fit to the data (χ²/df = 3.62, RMSEA = .051, SRMR = .045, CFI = .99, TLI = .98). Cronbach’s alpha coefficients were .872 for Societal Esteem, .852 for Institutional Esteem, and .748 for Personal Professional Esteem, while the coefficient for the overall scale was .818. Composite reliability values were .832, .781, and .723, respectively, and the corresponding AVE values were .623, .553, and .487. Taken together, the findings provide evidence that the Teacher Professional Esteem Scale is a brief, valid, and reliable instrument for assessing teachers’ perceptions of professional esteem across societal, institutional, and personal professional dimensions.
Bu araştırmanın amacı, öğretmenlerin mesleklerine ilişkin saygınlık algılarını toplumsal, kurumsal ve bireysel düzeylerde değerlendirmeye yönelik geçerli ve güvenilir bir ölçme aracı geliştirmektir. Bu amaçla geliştirilen Öğretmen Mesleki Saygınlık Ölçeği dokuz maddeden oluşmaktadır. Ölçeğin yapı geçerliğini incelemek amacıyla açımlayıcı faktör analizi (AFA) ve doğrulayıcı faktör analizi (DFA) gerçekleştirilmiştir. AFA sonucunda Toplumsal Saygınlık, Kurumsal Saygınlık ve Mesleki Öz Saygınlık olarak adlandırılan üç faktörlü bir yapı elde edilmiştir. Üç faktör toplam varyansın %66.023’ünü açıklamış ve maddelerin faktör yükleri .495 ile .961 arasında değişmiştir. DFA sonuçları üç faktörlü yapının veriyle iyi düzeyde uyum gösterdiğini ortaya koymuştur (χ²/sd=3.62, RMSEA=.051, SRMR=.045, CFI=.99, TLI=.98). Güvenirlik analizlerinde Cronbach alfa katsayıları Toplumsal Saygınlık için .872, Kurumsal Saygınlık için .852 ve Mesleki Öz Saygınlık için .748; ölçeğin geneli için ise .818 olarak hesaplanmıştır. Bileşik güvenirlik değerleri sırasıyla .832, .781 ve .723; AVE değerleri ise .623, .553 ve .487 olarak bulunmuştur. Bulgular birlikte değerlendirildiğinde, Öğretmen Mesleki Saygınlık Ölçeği’nin öğretmenlerin mesleki saygınlık algılarını Toplumsal Saygınlık, Kurumsal Saygınlık ve Mesleki Öz Saygınlık boyutlarında değerlendirmek için kullanılabilecek kısa, geçerli ve güvenilir bir ölçme aracı olduğuna ilişkin kanıtlar elde edilmiştir.
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- Article Type Articles
- Submitted September 30, 2026
- Published September 30, 2026
- Issue Vol. 5 No. 3 (2026): JMEDUSCI
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