Akademik Veri Yönetim Sistemi
PAMUKKALE UNIVERSITESI EGITIM FAKULTESI DERGISI-PAMUKKALE UNIVERSITY JOURNAL OF EDUCATION, sa.46, ss.250-270, 2019 (ESCI)
This study aimed to adapt the School Mindfulness Scale (M-Scale), developed by Hoy, Gage and Tarter (2004), into Turkish culture. A total of 215 teachers from 17 primary and middle schools located in Ankara participated in the study. First, some statistical assumptions were checked in the M-Scale data set, then validity and reliability studies were conducted. The construct validity of the scale was tested by confirmatory factor analysis (CFA). The CFA model validated the two-factor construct of the M-Scale. Within the reliability and item-analysis measures, item-total correlations, split-half test reliability, Cronbach's alpha, Guttman lambda, stratified alpha, Armor's theta, McDonald's omega coefficients were calculated, and upper 27%-lower 27% group mean differences were examined by independent groups t test. The M-Scale was found to have a moderate level of item discrimination among its 14 items. The Crobach's alpha value was calculated to be .88 for the overall M-Scale,.83 for the teacher mindfulness factor, and .78 for the principal mindfulness factor. The construct validation and reliability analyses indicated that the M-Scale appears to have adequate psychometric properties, and a valid and reliable data collection tool in measuring school mindfulness construct within Turkish culture.