A reliability and validity study of professional development models tendency scale

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dc.contributor.authorUğurlu, Funda
dc.contributor.authorEvran Acar, Filiz
dc.date.accessioned2025-10-11T20:45:30Z
dc.date.available2025-10-11T20:45:30Z
dc.date.issued2025
dc.departmentDüzce Üniversitesien_US
dc.description.abstractThe aim of this study is to develop a valid and reliable measurement tool to identify teachers' tendencies towards professional development models. In line with the purpose of scale development, a survey model was preferred. The scale was designed to be applicable to teachers from various disciplines currently working in any institution (preschool, primary, secondary, and high school levels). The study sample comprises teachers working in public schools from various districts. During the scale development process, Exploratory Factor Analysis (EFA) was initially conducted, followed by Confirmatory Factor Analysis (CFA). EFA was performed with data from 408 participants, while CFA was conducted with data from 260 participants. As a result of the analyses, a scale consisting of 4 factors and 31 items was obtained. The sub-factors of the scale were named as “Tendency towards observation-based professional activities, Belief in collaboration with colleagues, Participation in collaborative activities, and Resistance to observation and supervision.” The Cronbach's Alpha reliability coefficient of the scale was determined to be 0.94. The relationships between the scale factors were examined by calculating Pearson correlation coefficients. Moderate to high positive and significant correlations were found between the total score obtained from the scale and its factors. The findings revealed that the scale demonstrated a satisfactory level of internal consistency, indicating its validity and reliability. Accordingly, the scale was designated as the "Professional Development Models Tendency Scale.". © 2025 Elsevier B.V., All rights reserved.en_US
dc.identifier.doi10.33902/JPR.202531609
dc.identifier.endpage406en_US
dc.identifier.issn2602-3717
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-105001843790en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage390en_US
dc.identifier.urihttps://doi.org/10.33902/JPR.202531609
dc.identifier.urihttps://hdl.handle.net/20.500.12684/21378
dc.identifier.volume9en_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherDuzce University, Faculty of Educationen_US
dc.relation.ispartofJournal of Pedagogical Researchen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.snmzKA_Scopus_20250911
dc.subjectProfessional Development Modelsen_US
dc.subjectProfessional Development Scaleen_US
dc.subjectTeachers' Professional Developmenten_US
dc.titleA reliability and validity study of professional development models tendency scaleen_US
dc.typeArticleen_US

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