Browsing by Author "Seheryeli, Merve Yildirim"

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    Relationship between Students&Apos; Sense of School Belonging with Principals&Apos; Perceptions of School Discipline, and Teachers&Apos; Perceptions of School safety in TIMSS 2019
    (CURRENT PSYCHOLOGY, 2024) Bora, Hatice Turan; Seheryeli, Merve Yildirim; Altun, Sadegul Akbaba
    This research is a predictive correlational study aimed at examining the relationship between students' sense of school belonging, principals' perceptions of school discipline, and teachers' perceptions of school safety. In this research, Turkiye data of the fifth and eighth-grade students in TIMSS 2019 used. The study included 3991 fifth-grade students from 180 different schools and 4077 eight grade students from 181 schools. This study used HLM analysis to determine whether students' school belonging could be predicted by teachers' perceptions of school safety and principals' perceptions of school discipline using nested, hierarchical data. The first hypothesis of the study aims to examine whether students' school belonging differs within and among schools. According to the results of the study, the school belonging of fifth and eighth grade students differs among schools. The second hypothesis analyzed whether science and mathematics teachers' perceptions of school safety predicted student belonging levels. In the study, it was inferred that only eighth grade science teachers' perceptions of school safety significantly predicted their students' belonging levels. The third hypothesis analyzed whether principals' perceptions of school discipline predicted student belonging levels. It was observed that principals' perceptions of school discipline did not predict the belonging levels of students. In the last hypothesis of the study, it was examined whether science and mathematics teachers' perceptions of school safety and principals' perceptions of school discipline together predicted students' level of belonging to school. It was detected that science and mathematics teachers' perceptions of school safety and principals' perceptions of school discipline together did not predict students' level of belonging to school.
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    Validity and Reliability Evidence of Professional Obsolescence Scale According to Different Test Theories
    (2021) Altun, Sedagul Akbaba; Buyukorturk, Sener; Seheryeli, Merve Yildirim
    This study aims to develop a scale that will determine the factors causing professional obsolescence in the field of education. In this context, the Professional Obsolescence Scale (POS) has been developed to determine the professional and organizational obsolescence of primary, secondary and high school administrators. In this scale development process, steps were followed in line with the suggestions of Crocker and Algina (2006) and Cronbach (1984). Firstly, 63 items were prepared and 991 school principals participated the study. R (version 4.0.1) software was used to analyze the data. Item and test parameters and information functions have been estimated using Samejima's Graded Response Model based on Item Response Theory. Principal Axis Analysis was performed for the construct validity of the scale, and four-dimensions structure with 47 items has been obtained. These dimensions are named as "Being Open to Professional Development", "Job-Ability Harmony in Profession", "Organizational Support in Professional Development", "Professional Burnout". The scores obtained from each dimension are evaluated within themselves. It has been observed that each dimension fulfills the conditions of unidimensionality, local independence, model-data fit and parameter invariance. According to the Classical Test Theory, Cronbach Alpha coefficients are between 0.807 and 0.945. The Stratified Alpha coefficient calculated for the whole scale is 0.94. According to the Item Response Theory, the marginal reliability coefficients were between 0.857 and 0.936 and the empirical reliability coefficients were found between 0.854 and 0.938.