In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
Vol.
8
, No. 2, J
une
201
9
,
p
p
.
2
13
~2
20
ISSN
: 2252-
88
22,
D
O
I
:
10.11
59
1
/ijer
e
.
v8i
2.
186
94
2
13
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
a
e
score
.
com
/
j
o
u
r
na
l
s
/
i
n
d
e
x
.
p
hp/IJ
ERE
Exami
n
ing
th
e mea
s
u
remen
t invari
ance
of the teachers' sense of
self-efficacy scale in terms
of
ge
n
de
r
Y
ı
ld
ı
z
Bu
r
cu
D
oğ
an
1
,
Hü
se
yin
A
k
ar
2
,
Me
h
m
et Üst
üner
3
1,
2
Department of Educa
tional
Sciences, Kilis 7
Ar
a
l
i
k
Univers
ity,
Kilis,
Turkey
3
Departm
e
nt of
Educati
o
nal
Sc
i
e
n
ces,
İnö
n
ü
Univ
ersit
y
, M
alaty
a
,
Tu
r
k
e
y
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
ce
i
v
e
d
Feb 7,
2019
Re
vise
d Mar
2
9
,
201
9
Ac
ce
p
t
ed
Ap
r
1
7
,
2
019
Th
e
aim
of
t
h
i
s
research
w
as
t
o
analy
ze
th
e
m
easu
r
em
en
t
i
n
v
a
ria
n
c
e
of
t
he
"Teach
ers
'
S
ens
e
o
f
S
e
lf
-Efficacy
S
cal
e,"
dev
e
l
o
p
e
d
by
T
s
c
ha
nn
e
n-M
o
ran
a
n
d
Hoy
,
a
nd
a
da
p
t
e
d
i
nto
Tur
k
ish
a
n
d
Tu
rk
ish
c
u
lture
b
y
Ça
p
a
,
Ça
kıro
ğlu
and
S
a
rı
kaya,
with
r
es
pect
t
o
g
e
nd
er.
T
u
rk
is
h
versi
o
n
of
t
he
s
c
ale
con
s
i
s
ts
o
f
24
ite
m
s
a
n
d
3
s
ub
scales
.
Th
e
s
cale
m
e
a
s
ures
p
re-serv
i
ce
tea
c
he
rs
'
and
teach
ers'
s
ens
e
o
f
and
belief
in
s
elf
-
e
f
f
i
cacy
f
or
s
tud
e
nt
e
ng
a
gem
e
nt
,
clas
sro
o
m
man
a
gem
e
nt
a
nd
instruct
io
nal
s
t
ra
teg
i
es
.
Res
earch
r
ev
ealed
t
hat
th
e
scale
i
s
b
ei
n
g
u
sed
by
a
m
y
r
i
ad
o
f
research
er
s.
T
h
e
s
am
p
l
e
of
t
h
i
s
stu
dy
con
s
i
s
t
s
o
f
2
6
7
fem
a
le,
16
3
mal
e
p
re-servi
ce
t
e
ac
h
e
rs
w
ho
p
arti
cipat
e
d
in
t
h
e
P
e
dag
ogi
cal
F
o
r
matio
n
Certificat
e
Trani
n
g
at
I
n
önü
U
n
i
v
e
rs
it
y
i
n
t
h
e
2
017
-
20
18
acad
emi
c
y
ears.
F
irs
t
o
f
all,
C
F
A
w
as
e
x
ecut
e
d
in
o
rder
t
o
c
o
n
f
i
r
m
t
h
e
val
i
dit
y
o
f
t
h
e
s
c
ale'
s
cu
rrent
s
t
r
u
c
t
u
re
f
o
r
b
oth
g
e
nders
w
hic
h
wa
s
c
o
n
f
ir
m
e
d
bas
e
d
on
t
he
a
naly
sis
resu
lt
s.
T
h
e
n,
M
GCFA
w
as
e
xecut
e
d
to
a
n
a
l
yze
th
e
scal
e's
m
easu
r
emen
t
in
varian
ce
in
t
erms
o
f
g
e
n
d
er.
Th
e
resu
lts
of
t
h
e
M
G
CF
A
in
dica
t
e
d
that
t
h
e
s
ca
l
e
h
as
t
he
m
e
a
s
u
rem
e
nt
i
n
v
arian
ce
w
it
h
resp
ect
t
o
gen
d
er
a
t
each
o
f
th
e
st
a
g
es
o
f
stri
ct,
m
e
t
r
ic,
s
cal
ar
a
nd
con
f
ig
ural inv
arian
ce.
K
eyw
ord
s
:
G
e
nde
r
M
e
a
s
u
r
emen
t
in
v
a
ri
a
n
ce
Sel
f-efficacy
Tea
c
her
s
'
sens
e
Co
pyri
gh
t © 2
019 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
Hü
seyin
Ak
ar,
D
e
pa
rtme
nt
o
f
Educ
at
i
ona
l S
c
ience
s
,
K
ilis 7
A
ra
l
i
k
U
n
ive
r
sity,
Me
hm
et S
anlı
D
i
st
r
i
c
t
, D
oğa
n G
ü
re
ş P
a
şa
A
ven
u
e,
N
o:
1
3
4
,
K
i
l
i
s,
Tur
k
e
y.
Em
ail:
huse
y
in
a
k
ar@k
i
l
i
s
.
e
du
.tr
1.
I
N
TR
OD
U
C
TI
O
N
Ed
uc
at
iona
l
i
n
st
itu
ti
o
n
s
are
st
r
u
c
t
ures
u
n
d
er
tak
i
n
g
i
m
p
orta
nt
t
as
ks
i
n
t
e
rm
s
of
t
he
e
c
o
n
o
m
i
c
,
s
oc
i
a
l
and
c
u
ltur
a
l
d
e
vel
o
pme
n
t
o
f
n
at
ion
s
.
Q
u
al
ifie
d
h
u
ma
n
r
e
so
urce
n
ee
d
of
c
o
u
n
t
ries
i
s
m
e
t
by
e
d
uc
a
t
i
o
nal
in
st
i
t
u
tio
ns.
E
duca
t
io
na
l
i
n
s
t
i
t
u
t
i
on
s
n
o
t
o
n
l
y
r
e
vea
l
a
nd
ma
ke
e
f
f
ort
to
d
ev
el
op
i
ndi
vid
u
a
l
s
'
p
o
t
e
n
t
i
a
l
end
o
w
m
ent
s
b
ut
a
l
s
o
en
dea
vor
t
o
m
a
ke
i
n
d
iv
id
ua
ls
a
tta
in
cer
t
a
i
n
b
eha
v
iors,
a
t
t
i
t
ude
s
,
s
kil
l
s,
v
a
l
ue
s
and
hab
i
ts
c
heris
h
e
d
b
y
the
s
o
ci
e
t
y.
W
it
hou
t
a
sha
dow
o
f
a
dou
b
t
,
t
e
ache
r
s
pla
y
t
he
m
ost
cr
ucia
l
par
t
i
n
the
f
u
l
f
il
ment
o
f
th
is
f
un
ct
ion
o
f
t
h
e
e
du
cat
i
onal
i
n
st
it
u
tio
n
s
[
1
]
.
Te
ache
r
s
no
t
o
n
l
y
have
a
s
tron
g
an
d
a
last
ing
impa
ct
o
n
the
char
ac
t
e
r
de
ve
lopm
en
t
of
e
ac
h
a
nd
e
v
er
y
in
di
v
i
d
u
a
l
c
ons
ti
tu
t
i
n
g
a
n
a
t
ion
b
u
t
a
l
s
o
p
la
y
a
vita
l
role
i
n
pas
s
i
ng
o
n
t
he
i
nte
llec
t
ua
l
ac
cum
u
l
a
tio
n
o
f
k
n
o
w
l
e
dge
,
te
c
h
nica
l
ski
l
l
s
a
n
d
c
u
lture
fro
m
one
gene
ra
ti
o
n
t
o
a
n
o
t
he
r
[2].
I
n
t
h
is
r
ega
r
d,
t
e
a
c
h
ers
are
c
o
n
s
i
d
e
red
to
b
e
at
t
he
h
e
a
rt
o
f
sc
ho
ol
i
m
p
r
o
ve
me
nt
efforts
a
n
d
the
most
c
ruc
i
a
l
f
a
c
tor
s
h
a
p
i
ng
s
t
ude
n
t
s'
l
ear
nin
g
a
n
d
de
ve
lo
p
m
e
n
t
[3].
S
uc
h
a
n
a
ppr
oac
h
t
ow
ards
teac
hers
b
rin
g
s
t
he
m
at
ter
of
t
eac
her
q
u
al
i
t
y
a
n
d
c
o
mpe
t
e
n
cy
i
n
t
o
t
h
e
f
orefro
nt.
To
t
h
i
s
en
d,
a
num
ber
o
f
qua
l
i
fica
ti
o
n
s
a
nd
c
o
m
p
e
t
en
cies
t
ha
t
nee
d
t
o
be
p
osse
sse
d
b
y
t
e
ac
hers
h
ave
be
e
n
s
u
g
g
es
ted
to
e
ns
ur
e
the
succe
ss of ed
u
c
a
tio
n system
s. A
cc
ordi
ng to D
e
m
ir
el
[
4], t
h
e
qua
l
i
fi
c
a
ti
o
n
s
t
h
e
eff
ect
i
v
e
t
e
ac
h
e
rs
n
eed
t
o
h
a
v
e
ca
n
be
c
o
l
lec
t
ed
u
n
d
er
t
w
o
m
ajor
h
e
a
d
i
n
g
s
:
per
s
ona
l
q
u
a
l
i
fic
a
t
i
on
s
an
d
pr
ofess
i
ona
l
qu
a
lific
a
t
i
o
ns.
Be
i
n
g
moti
va
t
i
n
g
,
fo
cus
i
n
g
on
suc
cess
an
d
ac
ti
ng
pro
f
ess
i
o
n
a
l
l
y
c
o
nst
i
t
u
t
e
t
h
e
pe
rs
on
a
l
qua
l
i
fica
t
i
o
n
s
w
h
i
l
e
pla
n
ni
ng
e
d
uca
t
i
o
nal
ac
t
i
v
itie
s,
u
sin
g
t
ea
c
h
i
n
g
me
tho
d
s
a
n
d
tec
h
n
i
que
s,
e
ffec
t
i
ve
c
omm
u
n
i
ca
ti
o
n
,
c
l
a
s
sr
oom
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 2, June
2
0
19:
2
13
- 2
20
21
4
ma
nage
me
nt,
us
i
n
g
t
i
m
e
e
fficie
n
tly,
ass
e
ssing
t
he
t
e
a
c
h
in
g
proc
e
ss
a
n
d
lead
i
n
g
s
t
u
d
e
n
t
s
a
re
t
he
profe
s
si
o
n
al q
u
a
l
i
fi
c
a
t
io
n
s
th
a
t
a
n
e
f
f
ec
tive
tea
c
her
sh
o
u
ld ha
ve
. H
o
w
e
ve
r
,
t
e
a
c
h
ers need
to
n
o
t
o
nl
y
ha
ve but
als
o
be
ca
pa
b
l
e
of de
m
o
n
s
t
rat
i
ng thes
e
qu
al
ifica
t
i
o
n
s
. The most
im
p
orta
nt
conc
e
p
t of c
o
m
petenc
y i
s
t
h
e
sense
o
f
s
elf
-
e
ffi
c
acy.
S
e
l
f
-e
f
f
i
c
a
c
y
was
i
n
t
r
odu
ced
b
a
s
e
d
o
n
the
S
o
c
i
al
C
ogni
ti
v
e
L
e
a
r
n
i
ng
T
he
ory
of
A
l
b
ert
Ba
nd
ura
.
Sen
s
e
of
s
elf
-
ef
fi
c
a
c
y
i
s
d
e
fin
e
d
as
a
p
e
r
son'
s
b
e
l
i
e
f
i
n
t
hei
r
o
w
n
cap
a
c
it
y
i
n
i
d
e
n
t
i
f
ying
a
n
d
ex
hib
i
tin
g
th
e
pat
t
ern
of
b
e
h
a
v
ior
re
q
u
ire
d
a
tta
i
n
in
g
a
spe
c
ific
g
oa
l
[5].
I
t
is
c
o
n
si
der
e
d
t
h
e
mos
t
i
m
p
o
r
t
a
n
t
c
om
po
nen
t
o
f
succe
ss
i
n
b
o
t
h
p
o
si
t
i
v
e
p
s
y
c
hol
og
y
an
d
Ba
nd
ura
'
s
S
o
c
i
a
l
C
og
n
i
t
i
v
e
Le
arni
n
g
T
he
or
y
.
S
e
n
se
o
f
sel
f
-e
ffic
ac
y
is
a
s
u
b
st
a
n
tia
l
fac
t
or
i
n
de
live
r
ing
a
succ
essfu
l
p
erform
ance
a
s
w
e
l
l
a
s
h
a
s
a
d
e
t
e
r
m
i
n
a
n
t
i
m
p
a
c
t
o
n
a
n
i
n
d
i
vid
u
a
l'
s
abi
l
i
t
y
o
f
con
t
ro
ll
i
n
g
th
ei
r
o
w
n
emo
t
ion
s
,
t
houg
ht
s
a
nd
be
hav
i
ors
[6].
B
e
i
n
g
kn
ow
le
d
g
ea
b
l
e
and
sk
i
l
le
d
is
o
fte
n
n
o
t
e
n
oug
h
t
o
b
e
a
b
l
e
t
o
ac
c
o
mpli
sh
a
s
pe
ci
fic
t
a
s
k.
O
ne
a
l
s
o
ne
e
d
s
to
b
el
ieve
a
n
d
e
x
p
e
c
t
t
ha
t
she
/
he
i
s
ab
le
t
o
acc
omp
l
is
h
i
t
.
Resea
r
ch
r
e
v
e
a
led
t
h
at
t
hos
e
w
ho
be
l
i
e
v
e
the
y
c
a
n
s
ucc
e
e
d
i
n
f
u
l
f
ill
i
ng
a
ta
s
k
perform
b
e
tter
tha
n
t
hose
w
h
o
d
o
n
ot
[
7,
8
]
.
O
n
t
h
e
o
t
her
ha
n
d
,
p
e
o
ple
w
ho
are
s
u
sp
i
c
i
o
us
a
b
out
t
he
i
r
s
e
l
f-
efficac
y
l
i
n
g
er
a
roun
d
t
h
e
sce
n
ari
o
s
in
w
hic
h
t
he
y
fa
i
l
a
n
d
o
ve
rc
o
m
ing
t
h
is
s
us
p
i
c
i
on
ca
n
b
e
v
ery
cha
lle
ng
i
n
g.
O
n
the
c
o
ntrary,
i
n
d
i
v
i
du
a
l
s
w
i
t
h
a
h
i
g
her
se
n
s
e
o
f
se
lf-effica
c
y
a
re
o
bserve
d
to
s
et
h
ig
her
goa
l
s
and
w
o
rk
h
a
r
d
e
r
t
o
s
ucc
e
e
d
[
5].
S
e
lf-
e
ffi
c
ac
y
be
lie
f
is
k
n
o
w
n
t
o
ha
ve
a
s
ig
nif
i
c
a
n
t
impa
c
t
o
n
s
u
c
h
v
ari
a
ble
s
a
s
r
esp
o
n
s
i
b
il
ity
f
o
r
a
nd
d
e
s
i
r
e
o
f
a
tt
a
i
ni
ng
g
o
a
l
s
,
mo
tiv
a
tio
n
,
fi
ghti
n
g
a
g
a
i
ns
t
di
ffi
c
u
l
tie
s,
a
n
a
ly
ti
c
t
h
in
kin
g
,
and
be
i
ng v
u
l
ne
rable
t
o
str
ess
a
nd de
press
i
on
[9].
Teach
e
r
s
e
l
f-efficacy
d
enotes
t
eac
hers
'
be
lief
ab
o
u
t
the
i
r
ow
n
kn
ow
le
d
g
e
,
s
k
i
lls
a
nd
a
bil
i
t
i
e
s
a
s
educ
a
t
ors
a
n
d
i
s
c
lose
ly
r
ela
t
e
d
t
o t
h
e
succ
e
s
s
of
t
he
t
eac
h
i
n
g
p
ro
c
e
ss
[
10
].
T
ea
ch
ers’
s
e
n
se
o
f
s
e
lf
-ef
f
i
cac
y
i
s
defi
ne
d
a
s
t
he
i
r
b
el
i
e
fs
a
b
o
u
t
t
he
ir
o
w
n
s
ki
l
l
s
of
p
la
nn
i
n
g,
o
r
ga
niz
i
ng
a
n
d
im
p
l
e
m
e
n
ti
ng
t
h
e
a
c
t
i
v
it
ies
tha
t
a
r
e
requ
ire
d
t
o
a
t
t
a
i
n
s
om
e
spec
i
f
i
c
e
d
u
ca
tio
na
l
g
o
a
l
s
[11].
Tea
c
he
r
se
lf-efficac
y
i
s
a
c
on
ce
pt
a
b
out
t
ea
cher
s'
bel
i
e
f
i
n
th
eir
ow
n
p
o
te
n
t
ia
l
t
o
f
u
l
fil
t
h
e
i
r
spec
if
i
c
e
d
u
ca
t
i
o
na
l
du
t
i
es
[
1
2
]
.
In
o
ther
w
or
ds,
it
i
s
t
he
t
ea
c
h
ers'
bel
i
e
f
o
r
perc
e
p
t
i
on
r
egar
d
i
n
g
t
he
e
xte
n
t
of
t
heir
c
ompe
te
ncy
a
s
to
p
rodu
c
i
ng
t
h
e
d
esi
r
ed
l
e
a
r
ni
ng
outc
o
me
s
eve
n
i
f
t
h
e
y
a
re
d
e
a
l
i
ng
w
i
t
h
unm
o
tiva
t
e
d
o
r
pro
b
lem
a
tic
s
tude
n
ts
[
1
3
].
T
e
ache
r
s
'
p
e
r
ce
pti
on
o
f
t
he
ir
o
w
n
kn
ow
le
d
g
e,
s
k
i
ll
s
a
n
d
e
xper
i
e
n
ces
h
a
s
a
n
impor
tan
t
r
o
l
e
in
over
c
o
m
i
n
g
t
h
e
obs
tac
l
e
s
t
he
y
enc
o
un
ter
i
n
t
he
i
r
profe
s
si
o
n
al
life
[1
4].
Resea
r
ch
s
how
s
tha
t
t
eac
hers
'
se
l
f
-effi
c
a
c
y
b
el
i
e
f
h
a
s
sig
n
if
i
c
ant
i
m
p
act
s
on
t
ea
ch
e
r
a
n
d
stu
d
e
nt
out
put
s.
I
t
a
l
so
h
a
s
a
s
i
gni
fi
c
a
n
t
i
n
f
l
u
en
c
e
on
t
e
a
c
h
e
r
s'
c
o
m
mi
t
m
ent
to
s
ch
ool
,
j
o
b
sa
ti
sfac
t
i
on
,
moti
ves
an
d
a
tti
tu
des
tow
a
rds
t
h
e
pro
f
e
ssio
n
[
13,
1
5-17
].
T
e
ach
e
r
s
with
h
i
g
h
se
nse
of
s
e
l
f-efficac
y
ar
e
obs
erve
d
t
o
b
e
m
o
re
o
pen
t
o
n
e
w
i
dea
s
,
t
o
b
e
mor
e
e
a
g
er
t
o
use
ne
w
tea
c
h
i
ng
me
tho
d
s,
t
o
des
i
gn
a
n
d
orga
nize
t
he
i
r
c
lassro
o
m
s
b
e
tter
a
nd
to
h
a
v
e
a
grea
ter
des
i
re
a
nd
w
i
l
l
i
ng
n
e
ss
t
o
teac
h
[
1
3,
18-2
0
].
A
cc
or
din
g
to
S
ch
i
v
er an
d
Cze
rn
iak
[21],
tea
c
her
s
w
it
h
a
hi
g
h
e
r
l
e
v
e
l
o
f
s
elf-
e
f
f
i
c
acy
b
elie
f ar
e
i
n
c
lin
ed to
a
d
op
t
s
t
u
d
en
t-
orie
nte
d
a
ppr
o
a
c
h
es, t
hu
s,
e
n
s
ur
e st
u
d
en
t e
n
gagem
e
n
t
a
n
d
e
mplo
y
a
re
s
ea
r
c
h-ba
se
d tea
c
h
i
n
g s
t
rate
gy
w
h
er
eas
teac
hers
w
it
h
low
le
ve
l
of
s
e
l
f-e
f
fica
cy
a
re
i
ncl
i
ne
d
to
a
do
p
t
a
tea
c
h
er
-orien
ted
a
p
pr
oach,
teac
hin
g
ra
th
e
r
verba
lly
[
2
2
,
23]
.
M
o
re
ver,
t
ea
ch
er
s'
s
e
n
se
o
f
se
l
f
-e
ffic
a
c
y
i
s
o
bser
ve
d
t
o
b
e
c
l
ose
l
y
re
l
a
ted
t
o
s
t
ude
n
t
s'
ac
hi
e
v
em
en
t
a
nd
mo
ti
va
t
i
o
n
[
2
4
].
I
n
this
r
ega
r
d,
t
ea
cher
s'
f
u
l
f
i
l
l
i
ng
th
eir
ow
n
d
u
t
i
e
s
effect
i
v
e
l
y,
s
t
ude
n
t
s'
succe
ss
an
d,
t
h
e
r
e
for
e
,
sc
h
o
o
l
's
s
ucc
e
ss
ca
n
be
s
a
i
d
t
o
d
ep
end
on
t
ea
c
h
er
s'
s
e
n
se
o
f
se
lf-
e
fficac
y.
T
hus
,
pr
e-
service
te
ac
he
rs'
a
nd
tea
c
h
er
s'
s
e
l
f-e
ffica
cy
b
el
ie
f
nee
d
s
t
o
b
e
at
t
h
e
d
e
s
ire
d
l
ev
e
l
f
o
r
t
h
e
s
ak
e
of
t
each
i
n
g
p
r
o
c
ess'
q
u
a
lity
.
In
t
hi
s
reg
a
rd
,
a
c
c
u
r
a
t
el
y
id
e
n
ti
fyi
n
g
p
r
e-se
rv
i
c
e
t
e
a
c
he
rs'
an
d
t
e
ach
e
r
s
'
c
u
r
re
n
t
s
el
f
-
eff
i
ca
cy
bel
i
e
f
i
s
o
f
g
r
e
a
t
i
mp
or
t
a
nc
e.
T
o
t
h
i
s
e
nd,
T
s
c
ha
n
n
e
n
-M
oran
a
nd
H
oy
[
13]
d
ev
elo
p
e
d
t
h
e
Te
a
c
h
e
rs’
S
e
n
s
e
of
Se
l
f-Eff
i
c
ac
y
Sc
ale,
w
hich
w
as
a
da
pte
d
i
n
t
o
T
u
rki
s
h
a
n
d
Turk
is
h
c
u
l
t
u
r
e
b
y
Ça
pa,
Ça
kır
o
ğ
l
u
a
n
d
S
a
r
ı
ka
ya
[2
5].
Turkish
v
e
r
s
io
n
o
f
t
he
s
cale
c
o
nsist
s
o
f
24
i
t
e
m
s
a
n
d
3
s
u
b
sc
a
l
es.
The
sc
ale
m
e
a
s
u
r
es
t
e
ache
r
s'
e
ffic
ac
y
for
stu
d
e
n
t
e
n
gage
me
n
t
,
c
l
as
sroom
m
anage
m
e
n
t
an
d
i
n
str
u
ct
i
ona
l
s
t
ra
t
e
gi
e
s
.
The
l
i
tera
t
u
r
e
r
ev
iew
s
ugge
s
t
s
t
h
at
t
h
e
T
e
ache
r
s’
S
e
n
se
o
f
Sel
f-Ef
f
i
c
a
c
y
Sc
al
e
wh
i
c
h
wa
s
ad
ap
t
e
d
i
nto
Tur
k
is
h
b
y
Ç
a
p
a,
Ç
a
k
ır
oğ
l
u
a
n
d
S
a
rıkaya
[
25]
h
as
b
ee
n
use
d
i
n
a
myr
i
a
d
o
f
st
u
d
ies
s
o
f
a
r
[
16,
17,
26-
32].
A
sig
n
i
f
ic
ant
n
u
mbe
r
o
f
these
stud
ies
a
t
t
e
mpt
e
d
t
o
i
de
n
tif
y
the
an
te
ce
de
nt
s
a
n
d
co
nse
que
nces
o
f
t
e
ach
ers'
s
e
l
f-e
ff
i
c
a
c
y
b
e
li
e
f
.
So
me
o
th
er
stud
ies,
o
n
t
h
e
ot
her
ha
n
d
,
c
a
rr
ied
o
u
t
a
de
s
c
rip
tive
in
ves
t
i
g
a
ti
on
o
n
t
ea
c
h
ers'
c
urre
nt
s
e
n
se
o
f
se
l
f-ef
f
icac
y.
N
o
s
t
u
d
i
e
s
w
e
r
e
f
o
u
n
d
i
n
v
e
s
t
i
g
a
t
i
n
g
w
h
e
t
h
e
r
t
h
e
c
u
r
r
e
n
t
s
t
r
u
c
t
u
r
e
o
f
t
h
e
s
c
a
l
e
,
u
s
e
d
i
n
a
l
o
t
o
f
s
t
u
d
i
e
s
i
n
Turke
y
,
is
t
he
s
am
e
for
di
f
f
er
ent
s
ub-
gro
ups
(
gende
r,
c
i
t
y,
s
c
h
oo
l
t
y
pe,
etc
.
)
A
sc
ale
is
c
r
eate
d
b
as
ed
o
n
t
h
e
assum
p
ti
o
n
tha
t "an
i
n
s
t
rume
n
t
m
easure
s
the
s
am
e th
in
g i
n
e
ach
grou
p in
w
hi
c
h
i
t i
s
im
p
le
me
nt
e
d
." H
ow
ever
,
it
i
s
i
nd
ica
t
e
d
i
n
t
h
e
s
t
u
d
i
es
t
ha
t
the
me
asur
e
m
e
n
t
res
u
l
t
s
ob
t
a
i
ne
d
from
t
he
g
r
oups
i
n
w
h
ic
h
the
in
str
u
m
e
nt
w
a
s
im
pl
e
m
e
n
te
d
ma
y
no
t
ha
ve
i
den
t
ical
/e
q
u
i
v
a
l
en
t
p
s
yc
h
o
me
tric
pr
o
p
ertie
s
[3
3].
In
t
hi
s
r
e
gar
d
,
w
h
e
t
he
r
or
no
t
a
s
c
a
l
e,
d
e
v
el
o
p
ed
o
r
a
d
a
p
te
d
to
m
ea
sure
a
s
pec
i
f
i
c
trait,
pr
ov
ide
s
m
e
a
surem
e
nt
i
nv
ar
i
a
nce
for
di
ffere
n
t
sub-
grou
ps
n
e
e
d
s
t
o
b
e
che
c
k
ed.
Mea
s
ur
e
m
ent
i
n
varia
n
c
e
m
e
a
ns
r
e
vea
lin
g
the
in
t
e
n
d
e
d
t
ra
it
w
i
t
h
o
u
t
b
ei
n
g
affec
t
e
d
b
y a
n
othe
r tra
it o
f
t
h
e
i
nd
ivi
d
ual. In
o
t
he
r w
o
r
d
s,
i
t
i
s to
i
nv
esti
g
a
te
w
het
h
er or
not
the
properti
e
s
of
a
scale
ar
e ide
n
ti
ca
l
ac
ross di
ffe
rent gr
o
ups
[
3
4
]
.
A
me
asurem
e
n
t
i
n
s
t
r
u
me
n
t
's
h
a
v
i
n
g
t
h
e
sa
m
e
c
onstruc
ts
i
n
m
o
re
t
ha
n
o
n
e
gro
u
p
m
eans
tha
t
t
he
fa
ct
or
l
oa
din
g
s
of
t
he
i
tem
s
o
f
t
h
e
sca
l
e,
t
he
c
o
r
rela
ti
ons
b
e
t
w
een
f
a
c
t
ors
a
n
d
t
h
e
er
ror
va
rianc
e
s
are
t
h
e
sam
e
[3
5,
36].
Mea
s
ur
em
ent
in
va
ria
n
ce
i
s
a
p
rer
e
qu
isite
i
n
t
h
e
com
p
a
ri
so
n
o
f
g
ro
up
s
t
o
e
ns
ure
tha
t
s
uch
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
Exam
in
in
g t
h
e
m
e
asurem
e
n
t
i
n
va
ria
n
c
e
of
th
e
teac
he
rs'
sense
of sel
f
-ef
fic
a
c
y
scale
i
n
… (H
üse
y
i
n
AKA
R
)
21
5
c
o
mp
a
r
i
s
o
n
i
s
mea
n
i
ngf
ul
[
36
-38
]
.
Th
e
r
ef
ore,
t
est
i
ng
t
he
m
e
a
s
u
r
em
ent
i
nvar
i
a
n
ce
o
f
s
cale
s
d
oes
no
t
me
an
com
i
n
g
u
p
w
i
th
a
n
e
w
m
ea
sur
e
m
e
nt
i
ns
t
r
ume
n
t
.
E
xam
i
nin
g
t
he
s
ca
l
e
s
b
y
m
e
a
n
s
o
f
t
h
e
s
e
t
e
s
t
s
h
e
l
p
s
u
s
un
dersta
n
d
w
h
e
the
r
t
he
m
e
a
sure
me
nt
i
ns
t
r
u
m
e
n
t
e
x
hib
i
t
s
t
he
s
a
m
e
s
tr
u
c
ture
i
n
the
o
b
ta
i
n
e
d
m
e
a
surem
e
nt
resul
t
s.
A
m
easurem
ent
ma
y
yie
l
d
d
i
ffere
n
t
r
esults
due
t
o
the
p
ar
tic
ip
an
ts
'
ha
vin
g
a
n
d
e
xpress
i
ng
d
i
ffe
r
en
t
trai
ts,
but
it
ma
y
be
w
r
o
n
g
t
o
ass
o
c
i
a
t
e
su
ch
d
iffer
e
n
c
e
s
m
ere
l
y
wi
th
p
ar
t
i
c
i
pa
n
t
s
'
r
es
po
nses
o
r
s
t
ate
m
ents.
Th
e
dif
f
e
re
n
ce
i
n
t
he
m
ea
suremen
t
r
esu
l
t
s
m
ay
w
el
l
b
e
s
t
e
mmi
n
g
fro
m
t
he
m
ea
surem
e
nt
i
nstrum
ent
it
self
[
37,
38, 34]
.
Mu
l
t
i
-
g
ro
up
C
on
firm
atory
F
a
c
t
o
r
A
nal
y
s
i
ss
(
M
G
CF
A
)
i
s
a
m
e
th
od
c
om
monl
y
use
d
t
o
m
e
a
s
ur
e
t
h
e
in
varia
n
c
e
i
n
a
str
u
ct
ure
[3
9
-
41].
C
o
m
p
a
r
i
s
on
o
f
t
h
e
sco
r
e
s
acr
o
ss
gro
ups
c
a
n
b
e
m
a
de
b
y
w
a
y
o
f
t
es
tin
g
them
a
t
fo
ur
s
e
p
ara
t
e
s
t
a
g
es
n
am
ed
a
s
co
n
f
ig
ura
l
,
m
e
tric,
scala
r
an
d
str
i
c
t
i
n
v
aria
nc
e
re
spec
ti
ve
ly
w
h
i
ch
a
re
tes
t
ed t
hro
u
g
h
the
M
G
C
F
A
[
39,
42].
C
o
n
f
i
g
ur
al I
n
v
a
r
i
a
n
c
e
:
I
t
i
s
t
he
b
as
ic
l
e
v
el
o
f
m
e
a
s
urem
ent
inva
r
i
ance
a
pp
lica
t
io
ns
[
43
].
I
t
is
t
h
e
i
n
d
i
c
a
t
o
r
o
f
t
h
e
f
a
c
t
t
h
a
t
t
h
e
i
t
e
m
s
m
e
a
s
u
r
e
t
h
e
i
d
e
n
t
i
c
a
l
c
o
n
s
truc
t
ac
ro
s
s
g
ro
up
s
a
n
d
pro
v
i
d
es
e
v
i
de
nc
e
t
o
con
s
truc
t
va
l
i
d
i
t
y
[
40].
A
ccor
d
in
g
t
o
K
li
ne
[
41]
c
o
n
fi
gural
i
n
v
a
r
ia
nce
req
u
ires
t
he
s
am
e
m
easure
m
e
n
t
d
e
si
gn
sol
e
ly
a
cross groups.
Me
t
r
i
c
in
va
ri
an
ce
:
I
n
a
p
syc
h
o
l
og
ica
l
m
easure
m
e
n
t
instru
m
e
nt,
me
tric
i
nvar
i
a
n
ce
tes
t
s
t
h
e
ra
tes
a
t
w
h
ic
h
the
gro
ups
r
esp
o
nd
to
t
he
i
tem
s
i
n
t
h
e
sam
e
w
ay.
I
t
i
s
us
e
d
t
o
te
st
t
he
a
ssum
p
t
i
o
n
t
ha
t
the
str
e
ngt
h
degre
e
o
f
the
relat
i
o
n
s
h
ip
b
e
t
w
e
en
t
he
i
te
m
s
a
nd
the
c
ons
truc
ts
c
o
n
st
i
t
ut
in
g
t
h
e
i
t
e
m
s,
n
am
ely
t
h
e
fa
ct
or
loa
d
in
g
s
,
is
i
de
ntic
a
l
a
n
d
i
n
v
ar
i
a
nt
a
cro
ss
gro
ups
[
4
4
-
4
6
]
.
A
c
c
ordin
g
t
o
Mil
l
sa
p
an
d
O
l
i
v
er
a-A
gui
la
r
[47
]
,
me
tric
i
nva
r
i
a
n
ce
r
eq
uires
th
e
sa
me
f
ac
tor
loa
d
in
gs
a
cro
s
s
gro
u
ps
a
s
w
e
ll
a
s
c
o
n
fi
g
u
ral
in
va
ria
n
ce
.
Me
tric
i
n
v
a
ri
an
ce
i
s
al
so
r
ef
e
r
re
d
to
a
s
we
a
k
f
act
o
r
i
a
l
i
n
v
a
ri
an
c
e
.
In
c
ase
s
t
he
m
et
ri
c
i
n
v
a
ri
an
c
e
c
a
n
not
b
e
p
r
ov
id
ed,
it
c
a
n
be
c
l
aim
e
d tha
t
t
he
fa
c
t
o
rs do
n
o
t
ha
ve
t
he sa
m
e
sign
ifi
c
a
n
ce
a
cross gr
o
u
ps
[
48].
Sc
a
l
ar i
n
va
ri
a
n
ce
:
I
t
i
s
a
s
t
r
o
ng
in
va
ria
n
ce
l
e
v
e
l
a
cro
s
s
gro
u
p
s
a
n
d
r
e
qu
ires
n
o
t
o
n
l
y
m
etric
in
varia
n
c
e
b
u
t
a
lso
eq
u
i
va
le
n
c
e
of
f
a
c
t
or
v
a
r
iance
s
a
n
d
c
o
v
aria
nces.
Wh
e
n
s
ca
l
a
r
i
nvar
i
a
n
ce
i
s
esta
b
l
i
s
he
d,
com
p
aris
on
o
f
the
d
i
ffer
ence
s
am
on
gst
gr
o
up
me
ans
lea
d
s
to
i
m
p
o
rt
an
t
c
o
nseq
u
e
n
c
e
s
[
47
].
T
h
e
a
s
s
ump
t
i
on
tha
t
t
he
c
o
n
sta
n
t
i
n
t
he
r
egr
e
ssion
e
q
uat
i
on
s
c
r
ea
t
e
d
for
t
h
e
i
tem
s
m
aki
ng
u
p
t
he
m
e
a
sure
me
nt
i
ns
tr
ume
n
t
is
in
varia
n
t
a
c
ros
s
grou
p
s
is be
i
ng t
e
ste
d
. The com
p
aris
on of late
nt
c
on
st
ru
ct
s
i
s
m
e
a
n
i
ng
ful
b
e
c
a
u
s
e
con
c
e
p
tu
al
st
r
u
c
t
ure,
s
t
r
uc
tura
l
ass
o
cia
t
i
o
n
a
nd
er
ror
s
o
urce
s
h
a
ve
t
he
q
u
ali
t
y
o
f
b
ein
g
t
h
e
same
i
n
su
bg
roup
s
[36
]
.
Thi
s
in
varia
n
c
e
r
eq
uires
ide
n
tica
l
start
in
g p
o
i
n
t
s
bot
h
i
n
t
h
e
m
et
ri
cs
a
nd i
n
t
h
e
m
easur
em
ent [40]
.
S
t
ri
ct
in
va
ri
ance
:
W
het
h
er
o
r
not
t
h
e
e
r
r
or
v
a
r
iance
s
o
f
the
sc
a
l
e
d
i
ffe
r
a
c
ross
grou
p
s
i
s
tes
t
e
d
.
P
r
evio
us
s
t
u
d
i
e
s
f
oc
used
on
t
h
e
fa
c
t
or
s
t
r
uc
t
u
re,
fac
t
or
l
oad
i
n
gs,
and
ite
m
in
varia
n
ts
a
s
w
e
ll
a
s
r
eq
uire
d
er
ror
varia
n
ces to be
t
he
sam
e [4
0].
Ensur
i
n
g
str
ict
i
n
va
ria
n
ce
c
au
se
s no
t o
n
ly
t
h
e
obser
ve
d va
r
i
able me
a
ns bu
t
a
l
s
o
the fac
t
oria
l
differ
ence
s an
d
c
ovar
i
a
n
ces
acr
oss
gro
u
p
s
to b
e
c
om
par
e
d [4
8].
I
n
a
d
d
i
t
i
on,
a
s
the
var
i
a
n
ce
o
f
t
h
e
late
n
t
v
ari
a
ble
i
n
cr
ease
s
t
he
i
tem
error
v
a
riance
i
n
c
r
e
a
s
e
s
a
s
w
e
l
l
.
Strict
i
n
v
aria
nc
e
is
g
ener
a
lly
n
o
t
a
c
quire
d
i
n
p
r
act
ice
.
S
tage
s
o
f
me
asure
m
e
n
t
in
varia
n
ce
a
r
e
hier
arc
h
ic
a
l
.
Th
e
r
efo
r
e,
t
h
e
s
t
a
g
e
s
are
co
nsi
d
ered
r
esp
e
ct
iv
e
l
y
an
d
i
f
i
n
v
a
r
i
an
c
e
can
not
b
e
p
r
ovi
d
e
d
at
a
n
y
st
ag
e,
t
h
e
n
ex
t
st
a
g
e
does n
o
t
ne
e
d t
o
be
i
n
ve
st
i
g
a
t
e
d
[4
2
]
.
T
able
1
s
how
s t
h
e
sta
g
es of
m
easure
m
e
n
t
i
n
va
rianc
e
.
Tab
l
e
1. S
tages
of m
ea
surem
e
nt i
n
v
ar
i
a
nce
S
t
ag
es o
f
M
e
a
s
u
r
e
m
en
t
Inva
ria
n
ce
St
atu
s
o
f
t
h
e
I
n
v
a
r
i
an
ce
G
r
oup
C
o
m
p
a
r
i
s
on
Co
n
f
ig
ur
al
I
t
em /
f
acto
r
g
r
o
ups
-
Me
tric
Ite
m
/
f
a
c
t
or
g
rou
p
s
a
nd
fac
t
or
l
oa
di
ngs
F
a
c
t
o
r
va
ria
n
ce
s
and
c
ova
ri
a
n
c
e
s
Sca
l
a
r
Ite
m
/
f
ac
tor
gr
oups
,
fa
c
t
or
l
oa
dings,
it
em
inva
r
i
a
n
ts
F
a
c
t
or
v
a
r
ia
n
c
e
s
a
nd
c
ov
a
r
ia
nc
e
s
,
m
e
a
n
s
o
f
t
h
e
obse
r
ve
d
va
r
i
a
b
l
e
s
Stric
t
Ite
m
/
f
ac
tor
gr
oups
,
fa
c
t
or
l
oa
dings,
it
em
inva
r
i
a
n
ts a
nd it
e
m
e
rr
o
r
va
r
ia
n
c
e
s
F
a
c
t
or
v
a
r
ia
n
c
e
s
a
nd
c
ov
a
r
ia
nc
e
s
,
m
e
a
n
s
o
f
t
h
e
obse
r
ve
d
va
r
i
a
b
l
e
s
,
m
ea
ns
o
f
v
a
ria
n
c
e
s
a
nd c
o
v
a
ri
a
n
ce
s
2.
METHOD
The
s
t
ud
y
gr
oup
o
f
t
his
r
e
s
ear
ch
c
o
n
s
i
st
s
of
t
he
p
re
-servic
e
t
e
a
c
h
ers
w
h
o
part
ic
ip
ated
i
n
the
"peda
gog
ica
l
f
orm
a
ti
on
cer
ti
fic
a
t
e
tra
n
i
n
g"
a
t
I
n
ö
n
ü
U
n
ive
r
sity
,
F
a
ulty
o
f
Ed
uc
a
t
i
o
n
in
t
he
2
0
17-
20
1
8
ac
adem
ic
y
ear
. 4
30
o
f
t
he
8
00
pre
-ser
vi
c
e
t
e
a
c
he
rs e
nro
l
l
e
d in
th
e
p
e
da
gogi
c
fo
rma
t
ion
t
r
a
n
ing
v
o
lu
nt
e
e
re
d
to
part
ici
p
a
t
e
in
t
he
s
t
udy.
2
6
7
(
62.1%)
o
f
t
he
p
art
i
c
i
pa
n
t
s
w
e
re
f
e
m
a
l
e
w
h
i
l
e
1
6
3
(
3
7
.
9
%
)
w
e
r
e
m
a
l
e
.
A
g
e
ave
r
age
of
t
he
p
ar
tic
ipa
n
ts
w
as 23.
Te
ac
h
e
rs
'
Se
n
s
e
of
S
e
l
f-Eff
i
c
a
c
y
S
ca
le
w
er
e
used
i
n
d
a
ta
c
oll
e
c
t
i
o
n
.
T
ea
ch
e
r
s'
S
en
s
e
o
f
Sel
f
-
Effic
a
c
y
S
c
a
le
w
as
d
e
v
el
ope
d
b
y
T
scha
n
n
e
n
-
M
or
an
a
n
d
H
oy
[13].
T
he
S
ca
le
w
a
s
a
d
a
pte
d
i
n
t
o
T
u
rki
s
h
b
y
Ç
a
p
a
,
Çakı
ro
ğl
u
an
d
Sa
rı
k
a
ya
[
2
5
]
.
Te
a
c
h
e
rs'
Se
n
s
e
of
S
e
l
f
-
Effi
c
a
c
y
S
c
a
l
e
c
on
sis
t
s
of
2
4
it
e
m
s
a
nd
th
ree
sub
s
c
a
le
s
(stu
den
t
e
nga
ge
me
nt-
cl
assro
o
m
m
a
n
agem
e
n
t-
i
ns
truc
t
i
o
na
l
st
rat
e
gi
e
s
).
"
Ef
fi
c
a
c
y
i
n
st
ud
e
n
t
enga
ge
me
n
t
"
s
ubs
cale
is
m
ad
e
up of item
s
r
ega
r
d
i
n
g
how
m
uch
t
h
e
t
ea
c
h
ers
ca
n
g
e
t
th
e
stu
d
e
nt
s
b
e
li
e
v
e
t
h
ey
Evaluation Warning : The document was created with Spire.PDF for Python.
ISS
N
:
225
2-
8
8
2
2
I
n
t
.
J.
Ev
al.
&
Res.
Ed
u
c
.
Vo
l.
8
,
No
.
2
,
J
u
n
e
2
0
19: 2
13
-
2
20
21
6
c
a
n
do
w
e
ll
i
n
s
c
h
o
o
l
w
o
r
k
.
"Eff
i
c
ac
y
in
c
lassr
o
o
m
ma
nagem
e
n
t
"
s
u
b
sc
a
l
e
i
s
r
ela
t
ed
t
o
h
o
w
m
u
ch
t
he
t
e
ac
h
e
rs
c
an
c
o
n
t
r
ol
u
nd
esi
r
ab
l
e
b
eh
a
v
i
o
r
i
n
t
h
e
c
l
a
ss
room.
"E
f
f
i
cacy
i
n
instruc
t
i
o
na
l
strat
e
gi
es"
subscale
c
o
n
s
is
ts
o
f
it
em
s
conce
r
n
i
ng
how
m
uc
h
the
t
e
ac
her
s
c
a
n
u
se
a
v
a
r
i
et
y
o
f
t
eac
hin
g
a
nd
a
s
se
ssm
e
nt
strat
e
g
i
e
s
[
25
].
I
n
t
he
ir
a
dap
t
at
i
on,
Ç
a
p
a,
Çak
ır
o
ğ
lu
a
nd
S
a
r
ı
ka
ya
[
2
5
]
ca
lcu
l
a
t
e
d
t
he
i
nter
na
l
cons
is
ten
c
y
co
e
ffi
c
i
e
n
t
s
a
s
.8
2
f
o
r
t
h
e
"e
ffi
c
i
en
cy
i
n
s
t
u
d
e
nt
e
ng
a
g
eme
n
t
"
su
bsca
le
,
.
84
f
o
r
t
h
e
"e
ff
icie
nc
y
i
n
c
l
a
ssr
o
om
m
a
na
gem
e
n
t
"
sub
s
cale
a
n
d
.
86
f
o
r
the
"e
f
f
i
c
i
e
n
cy
i
n
ins
t
r
u
c
t
i
o
n
al
s
tra
t
e
g
i
e
s"
s
u
b
sca
l
e.
C
ron
b
ac
h
'
s
alp
h
a
in
ter
n
a
l
c
on
sis
t
ency
c
oe
ff
ic
i
e
nt
w
a
s
c
a
l
c
u
la
t
e
d
t
o
b
e
.
8
0
f
o
r
t
h
e
"
effi
c
i
e
n
cy
i
n
stu
d
e
nt
e
ng
a
g
ement
"
s
ubsc
a
l
e,
0.
82
for
the
"effic
i
e
nc
y
in
i
n
s
truc
t
i
o
n
a
l
s
tra
t
e
g
ie
s"
s
u
b
s
cale
a
nd
.
8
4
for
the
"e
f
f
i
cienc
y
i
n
cla
s
sr
oom
m
a
na
gem
e
n
t
"
sub
s
ca
le.
T
h
e
i
n
ter
n
a
l
c
o
n
sis
t
ency
c
oe
ffic
ie
n
t
w
as
f
oun
d
to
b
e
.84
fo
r
t
h
e
s
c
a
l
e
i
n
g
e
n
eral
.
T
h
e
stru
ctu
r
e o
f
th
e
scale
i
s
as sh
o
wn
i
n
Figu
re 1
.
F
i
gur
e 1.
S
tructure
of
the
tea
c
h
er
’sense
o
f
se
lf-ef
f
ica
c
y sc
al
e
2.
1.
Da
t
a
a
na
ly
s
i
s
S
P
S
S
24.
0
a
n
d
LI
S
R
EL
8
.
8
packa
g
e
d
p
r
o
gr
am
s
w
e
r
e
e
mpl
oye
d
i
n
t
he
d
ata
an
a
l
y
s
i
s
.
SP
SS
wa
s
u
s
e
d
to
i
den
t
if
y
the
distr
i
b
u
t
i
o
n
o
f
da
ta
a
nd
t
o
t
e
s
t
the
m
i
ss
i
n
g
da
t
a
,
ex
t
r
eme
v
a
l
u
e,
n
o
r
mal
ity
a
n
d
re
li
ab
ili
ty
co
effi
c
i
e
n
ts
.
To
p
erfo
r
m
c
o
n
f
irmato
r
y
f
acto
r
an
aly
s
is
on
t
h
e
Te
ac
he
rs'
Se
nse
of
S
e
l
f-Efficac
y
S
cal
e
and
e
x
am
i
n
e
t
h
e
me
asure
m
e
n
t
i
nvar
i
a
n
ce
a
cro
ss
ge
n
d
er
g
r
o
u
p
s,
L
IS
R
E
L
8
.
8
w
as
u
se
d.
T
he
i
nva
r
i
a
n
c
e
of
t
he
m
odel
w
a
s
an
a
l
yz
e
d
b
y
me
ans
of
M
u
l
t
i
G
r
o
u
p
C
o
n
f
i
r
m
ator
y
F
actor
A
n
a
l
ys
iss
(
M
G
C
F
A
)
[35,
4
9-
52]
.
To
a
s
se
ss
t
he
m
o
d
e
l-
da
ta
f
i
t
,
χ
2
,
χ
2
/sd
,
R
MS
EA,
C
F
I,
N
FI,
I
F
I
,
N
N
F
I
m
o
d
e
l
fit
indi
ces
we
re
a
d
opted
[53,
3
4
]
.
R
M
S
E
A
<
.
0
8
[
5
4
,
5
5
]
,
C
F
I
>
.
9
0
,
I
F
I
>
.
9
0
,
N
N
F
I
>
.
9
0
[
5
6
,
5
5
]
v
a
l
ue
s
w
e
r
e
c
onside
r
ed
i
n
t
h
e
ana
l
ysis
o
f
the
c
o
nf
i
r
ma
t
o
r
y
f
act
or
a
na
l
y
sis
r
e
sult
s.
I
n
addition,
RMS
E
A
an
d
S
R
M
R
v
a
l
ues
be
t
w
een
.
08
a
nd
.
1
0
i
n
d
i
c
a
t
e
an
a
cc
ep
t
a
bl
e
f
i
t
.
I
f
t
h
e
y
a
re
g
re
at
er
t
h
a
n
.10
,
i
t
in
d
i
cat
e
s
a
n
u
n
ac
cep
ta
b
l
e
fi
t
[5
7,
58,
5
3].
In
t
he
lite
r
a
ture
,
χ
2
/
s
d
r
a
t
e
i
n
d
i
c
a
t
e
s
a
p
e
r
f
e
c
t
f
i
t
i
f
i
t
i
s
b
e
l
o
w
3
a
n
d
a
m
e
d
i
o
c
r
e
fi
t
if
i
t
i
s
b
e
l
ow
5
i
n
the
asse
ssm
e
nt
o
f
t
h
e
co
nfi
r
mat
o
ry
f
ac
t
o
r
an
al
ysi
s
r
e
s
u
l
t
s
[
59
,
5
5
]
.
T
o
e
n
s
u
r
e
ac
cu
ra
te
i
n
t
er
pretat
i
o
n
o
f
t
he
a
n
a
lysis
r
e
sults
c
oncer
nin
g
t
he
m
ea
sur
e
m
e
nt
i
n
v
ar
i
a
nce,
f
i
r
st
t
he
m
issi
ng
v
a
l
ue
s
,
e
x
trem
e
va
l
u
es
a
n
d
n
orm
a
li
ty
w
e
r
e
tak
e
n
i
n
to
c
o
n
s
i
d
e
ra
ti
on
.
No
m
iss
i
ng
d
a
t
a
wa
s
d
e
te
ct
ed
.
Th
e
v
a
ria
b
l
e
s
w
ere
c
onv
e
r
t
e
d
i
n
to
s
c
o
re
s
(z
)
t
o
i
d
e
nt
if
y
th
e
e
x
t
r
em
e
va
lue
s
.
F
o
r
lar
g
e
sa
m
p
l
e
g
r
o
ups
(
n
>
1
00)
,
z
va
l
u
es
o
uts
i
de
t
h
e
r
a
nge
o
f
-
3
t
o
+3
a
r
e
c
o
n
si
der
e
d
e
x
t
r
em
e
va
l
u
es
[
56,
55]
.
B
a
se
d
on
t
he
a
na
lys
i
s
r
e
s
u
l
t
s,
9
e
x
t
r
e
m
e
v
alue
s
w
e
r
e
e
xcl
u
ded
fr
om
t
he
d
a
t
a
se
t
an
d
a
n
al
yses
w
er
e
pe
r
f
or
m
e
d
o
n
4
3
0
p
e
r
s
ons.
K
o
l
m
o
g
o
r
o
v-
sm
i
r
n
ov
da
t
a
s
ho
w
e
d
tha
t
t
he
d
a
t
a
r
e
late
d
t
o
t
he
t
hr
e
e
in
d
i
v
i
dua
l
su
bsc
a
les
sh
ow
e
d
a
nor
m
a
l
dis
t
r
i
b
u
ti
on
b
y
g
e
nde
r
s
(
p
˃.0
5
).
3.
RESU
L
T
S
I
n
o
r
d
er
t
o
i
d
e
n
t
i
f
y
w
h
e
t
her
or
n
o
t
t
he
m
ea
sur
e
m
e
nt
i
n
v
a
r
ianc
e
w
a
s
pr
ov
i
d
ed
f
or
t
he
f
e
m
a
l
e
and
m
a
le
g
ro
u
p
s
o
f
t
he
"
Te
ache
r
s
'
S
ense
o
f
Se
l
f
-
E
ff
i
c
ac
y
Sc
ale
"
b
y
me
an
s
of
d
a
t
a
ob
ta
ine
d
f
r
o
m
the
stu
d
y
g
r
o
up,
f
i
r
s
t
t
h
e
C
F
A
w
a
s
pe
r
f
or
me
d
o
n
f
e
m
a
l
e
s
a
nd
m
a
les
se
par
a
te
ly,
t
h
e
n
M
G
C
F
A
w
as
e
xec
u
t
e
d.
T
he
C
F
A
f
i
n
d
i
n
gs
a
n
d
f
i
t
v
a
l
ue
s
of
t
he
"
T
eac
her
s
'
S
e
nse
of
S
elf-
Ef
fi
ca
c
y
Sc
ale"
c
alcu
la
te
d
for
ea
ch
i
nd
i
v
id
ua
l
f
e
m
a
le
a
nd
m
a
le
p
r
e
-
s
e
r
vice
t
ea
c
h
er
a
r
e
s
how
n
i
n
T
able
2
.
Tab
l
e
2.
T
he
C
F
A
r
esults
a
nd
fi
t
va
lue
s
o
f
"T
eac
her
s
'
S
e
nse
of
Se
l
f-E
ff
i
cacy
Sc
a
l
e
" wi
t
h
re
s
p
e
c
t
t
o
g
e
nders
2
Sd
2/s
d
R
M
S
E
A
C
F
I
NFI
IFI
NNFI
F
e
m
a
l
e
s
659,
82
249
2
.
6
5
.
077
.
95
.
91
.
95
.
94
Ma
l
e
s
566.
33
249
2
.
2
7
.
080
.
95
.
91
.
95
.
95
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
Exam
in
in
g t
h
e
m
e
asurem
e
n
t
i
n
va
ria
n
c
e
of
th
e
teac
he
rs'
sense
of sel
f
-ef
fic
a
c
y
scale
i
n
… (H
üse
y
i
n
AKA
R
)
21
7
Exa
m
i
n
i
n
g
Ta
ble
3,
one
c
a
n
s
ee
tha
t
t
he
f
i
t
v
al
ues
for
t
h
e
ge
nd
e
r
v
ar
i
a
b
l
e
of
t
he
T
eac
h
e
rs'
Se
nse
o
f
Se
l
f-Eff
i
c
ac
y
Sc
ale
are
wit
h
in
t
he
acc
e
p
ta
ble
ran
g
e
(R
MS
EA
<
.
0
8,
C
F
I
>
.
90,
I
F
I
>
.
9
0
,
N
N
F
I
>
.
90).
In
add
i
tio
n,
t
he
f
i
t
i
n
d
ice
s
r
esem
ble
o
n
e
an
o
t
he
r
when
t
he
f
e
m
a
l
e
and
ma
l
e
g
ro
up
s
a
r
e
c
o
mp
ared
.
In
t
hi
s
re
g
a
rd
,
it
c
a
n
be
s
ta
te
d
t
h
a
t
t
h
e
c
urre
nt
f
orm
of
t
h
e
"
Te
ache
r
s
'
S
e
n
se
of
S
el
f-Ef
ficac
y
Sc
ale",
con
s
i
s
t
i
n
g
o
f
2
4
i
t
e
m
s
and
3
su
bsca
l
e
s,
h
as
b
een
c
o
n
f
irm
e
d
for
bo
t
h
f
em
ale
an
d
m
a
le
g
r
ou
ps.
O
n
ce
t
he
c
ur
rent
s
truc
t
u
r
e
o
f
t
h
e
sc
a
l
e
w
a
s
con
f
i
r
me
d
f
o
r
b
o
th
g
ende
rs,
i
nves
t
i
g
a
tio
n
for
t
h
e
me
asure
m
e
nt
i
nvar
i
a
n
ce
w
a
s
i
n
itia
t
e
d.
T
h
e
me
asure
m
e
n
t
i
nvar
i
anc
e
f
ind
i
ngs w
i
t
h
re
s
pect
t
o
ge
n
d
er
are a
s s
how
n in
T
ab
le 3.
Ta
b
l
e
3.
The
m
e
a
sure
me
nt
i
nv
a
r
ianc
e r
e
sul
t
s
and f
it va
l
u
e
s
o
f
t
h
e
Tea
ch
ers'
Se
n
se
o
f
Se
l
f
-Ef
f
i
c
acy
Sc
a
l
e
w
i
t
h
re
sp
ec
t
to
g
end
e
r
2
sd
2/sd
R
M
SE
A
[
95%
C
I]
∆
R
M
S
E
A
S
R
MR
C
FI
∆
C
F
I
N
N
F
I
C
onf
igu
r
al
1262.8
6
525
2
.40
.081[
.0
75, .087]
-
.
074
.
95
-
.94
M
e
tric
1254.0
1
523
2
.40
.081[
.0
75, .087]
.
00
.091
.
95
.00
.94
S
c
al
e
1253.8
8
525
2
.39
.081[
.0
75, .086]
.
00
.092
.
95
.00
.95
S
t
rict
1292.3
0
549
2
.35
.080[
.0
74, .085]
.
001
.
091
.
95
.00
.95
B
a
s
e
d
o
n
T
a
b
l
e
3
,
i
t
c
a
n
b
e
s
t
a
t
e
d
t
h
a
t
t
h
e
f
i
t
v
a
l
u
e
s
o
f
t
h
e
m
ode
l
de
si
g
n
ed
t
o
t
e
s
t
t
he
c
on
fi
g
u
ral
in
varia
n
c
e
,
w
h
ich
w
e
re
u
se
d
in
t
he
a
s
s
essme
n
t
o
f
t
he
m
od
e
l
f
i
t
,
a
re
w
ith
in
t
he
a
c
c
e
p
ta
ble
lim
i
t
s
for
ge
n
d
er
(RMS
EA
<
.
0
8
,
C
F
I
>
.
9
0
,
N
N
F
I
>
.9
0).
A
s
se
ssm
e
nt
o
f
Chi-s
quar
e
a
n
d
go
o
dne
ss
of
f
i
t
i
nd
i
c
es
(
2
=
1
262.
8
6
,
sd=
525
,
2
/
s
d
=
2.40,
C
F
I
=
.
9
5;
R
MS
EA
=
.
08
1;
N
N
F
I
=
.
94)
r
evea
l
e
d
t
h
at
i
n
bo
th
o
f
the
ge
n
d
er
g
r
o
ups,
a
t
h
r
e
e
-
f
a
c
t
o
r
s
t
r
u
c
t
u
r
e
w
a
s
p
r
e
s
e
n
t
a
n
d
c
o
n
f
i
g
u
r
a
l
i
n
v
a
r
i
a
n
c
e
a
s
sump
ti
o
n
w
as
p
rov
i
ded.
O
nce
t
h
e
co
nfi
gur
a
l
in
varia
n
c
e
w
a
s
prov
i
de
d,
the
t
e
s
t
proce
e
d
ed
t
o
the ne
x
t
s
ta
g
e
,
the
me
t
r
i
c
invar
i
a
n
ce.
Asses
s
m
e
nt
o
f
Chi-square
a
nd
g
o
odn
e
ss
of
f
i
t
st
ati
s
t
i
cs
(
2
=1
254
.0
1
,
s
d
=
523
,
2
/sd
=
2.40
CF
I
=
.95,
S
RMR
=
.09
1
,
R
M
S
E
A
=
.
0
8
1
,
N
N
F
I
=
.
94)
t
o
tes
t
w
het
h
er
o
r
no
t
the
fac
t
ors
pr
esen
t
i
n
v
a
ria
n
c
e
a
t
the
me
tric
i
nvar
i
a
n
ce
st
a
g
e
a
c
ro
ss
gr
oups
r
eve
a
l
s
t
h
a
t
t
he
c
hi-
s
qua
re
a
nd
goo
dn
e
ss
o
f
f
it
v
a
l
u
e
s
(
2
/
s
d
<
3
a
n
d
∆CF
I
=
.
00)
p
rov
i
ded t
h
e
me
tr
i
c
i
nvar
i
a
n
ce
s
t
age o
f
t
he
m
ea
sure
m
e
nt
m
o
d
el.
S
i
n
c
e the
m
e
tric
i
nvar
i
a
n
ce
was
pro
v
i
d
e
d
,
the t
e
st pr
o
cee
ded
t
o
t
he
ne
x
t
sta
g
e
,
t
he
sca
lar
i
n
va
riance.
At
t
he
s
c
a
lar
inva
r
i
ance
s
ta
g
e
,
t
h
e
d
i
ffer
en
ce
s
be
twee
n
the
∆
C
F
I
an
d
∆R
M
S
EA
v
alu
e
s
ob
t
a
in
e
d
from
t
he
m
etri
c
i
nvar
i
a
n
ce
a
nd
∆
CF
I
a
nd
∆RMS
EA
v
a
l
u
e
s
o
b
t
ai
ne
d
fr
om
t
he
m
ea
s
u
r
e
m
e
nt
i
n
v
aria
nc
e
w
e
re
assessed
to
t
est
t
h
e
scalar
i
nva
ria
n
ce.
T
he
f
i
n
d
i
ng
s
r
e
vea
l
e
d
t
h
a
t
t
h
e
Teach
ers'
S
e
n
se
o
f
Sel
f-Ef
f
i
c
a
c
y
Sca
l
e
p
r
ov
id
ed
t
h
e
s
c
a
l
ar
i
n
v
a
ri
anc
e
o
f
th
e
me
asu
r
emen
t
mode
l
(∆C
F
I
≤
.
0
1
;
∆R
MS
EA
≤
.
015).
The
me
an
di
ffe
re
nce
s
for
the
s
ca
le
i
t
e
ms
can
b
e
sa
i
d
t
o s
t
em
fr
o
m
t
h
e
la
te
nt
v
aria
b
l
e
means.
A
sse
ssm
e
nt
o
f
the
stric
t
i
nv
ari
a
nc
e
m
ode
l
(
2
=
1
2
9
2
.30,
s
d
=
52
5,
2
/sd
=
2.
35,
C
F
I
=
.
95;
S
RMR
=
.091
;
R
M
S
E
A
=
.08
0
;
N
N
F
I
=
.95)
r
eve
a
ls
t
ha
t
the
m
easu
r
e
m
e
n
t
mo
de
l
pr
o
v
ide
s
t
he
s
tr
i
c
t
in
va
rian
ce
s
ta
ge
(
2
/
s
d<
3 a
n
d ∆CF
I
=
.
00).
In
t
h
e
l
i
g
ht
o
f
t
h
e
an
aly
s
es,
th
e
mo
d
e
l
t
e
st
ed
f
o
r
t
h
e
T
ea
ch
e
r
s
'
S
e
nse
of
S
e
l
f-Eff
i
c
ac
y
S
c
a
l
e
pr
ov
i
d
ed
a
l
l
of
t
h
e
i
nv
ari
a
n
c
e
st
a
g
e
s
.
Fi
n
d
i
n
gs
s
u
gge
st
t
ha
t
th
e
me
asu
r
e
m
e
nt
i
n
v
aria
nc
e
is
p
rov
i
ded
i
n
t
he
g
e
n
der
gro
ups
o
f
t
h
e
m
e
a
s
urem
ent
mode
l.
I
n
o
t
h
e
r
w
o
rds,
t
he
f
i
n
d
i
ng
s
i
n
d
i
cat
e
t
h
at
t
he
T
e
a
cher
s'
S
ense
o
f
Se
lf-
Ef
fi
ca
cy
Sca
l
e
h
a
s
th
e
mea
su
re
men
t
e
q
u
iv
al
en
c
e
wi
t
h
resp
e
c
t
t
o
gender
.
4.
CONCL
U
S
ION
Th
is
s
tud
y
a
im
ed
t
o
in
ve
st
iga
t
e
t
h
e
m
easur
e
m
e
n
t
i
nvar
i
a
n
c
e
o
f
t
he
T
eac
h
ers'
S
ense
o
f
S
e
lf-Efficacy
S
c
ale,
d
evel
o
p
e
d
b
y
T
sc
ha
nn
e
n
-M
oran
a
nd
H
o
y,
a
da
p
t
e
d
i
nt
o
T
u
rk
i
sh
by
Çap
a
,
Ç
a
kı
roğl
u
a
n
d
S
a
rı
k
a
ya
a
n
d
c
o
nsi
s
t
i
ng
of
2
4
it
ems
a
n
d
3
su
bsc
a
l
e
s,
w
i
t
h
re
sp
e
c
t
t
o
g
en
d
e
r
(fem
a
l
e
-m
ale)
.
To
t
h
i
s
e
nd,
s
e
v
era
l
a
nal
y
ses
w
e
r
e
pe
r
for
m
ed on t
h
e
da
ta
o
bt
a
i
ne
d fr
om
2
67 fe
ma
le a
n
d
16
3
m
al
e
p
r
e-se
rv
i
c
e t
e
ach
e
r
s
.
CF
A
w
a
s
c
a
rrie
d
o
u
t
t
o
c
o
n
f
irm
t
h
e
2
4
-i
te
m
and
3-su
bsc
a
le
f
orm
of
t
h
e
s
ca
le
f
or
t
he
f
em
ale
a
n
d
ma
le
g
ro
ups
s
e
p
ar
ate
l
y.
B
ase
d
o
n
the
CF
A
,
t
he
c
u
r
rent
f
or
m
of
t
h
e
s
cal
e
was
c
o
nf
i
r
me
d
f
o
r
bot
h
th
e
fe
ma
l
e
and
the
m
a
le
g
ro
ups.
O
n
c
e
t
he
c
ur
rent
s
tr
uc
tur
e
o
f
t
h
e
sc
ale
w
a
s
conf
i
r
me
d
fo
r
ea
c
h
i
nd
ivi
d
u
a
l
gen
d
e
r
(fe
m
a
l
e-m
a
le)
,
M
GC
F
A
w
as
e
xe
cu
te
d
t
o
a
nal
y
ze
t
h
e
m
easure
m
e
n
t
i
n
v
a
r
i
a
n
ce
of
t
he
s
ca
l
e
w
it
h
respe
c
t
t
o
gen
d
er
.
MG
CF
A
r
e
vea
l
ed
t
ha
t
t
h
e
Teac
he
rs'
Sense
o
f
S
elf-Ef
ficac
y
Sc
al
e
h
a
s
th
e
m
e
a
s
u
r
emen
t
inv
a
ri
an
ce
w
ith re
s
pe
ct to
ge
n
d
er.
A
c
cordi
n
g t
o
the
re
s
ults o
f t
h
e mul
t
i
-g
ro
up CF
A
,
t
he
cur
rent stru
c
t
u
r
e
of t
h
e Tea
c
her
s
'
S
e
nse
of
S
e
l
f-
Efficac
y
S
c
ale
pro
v
i
d
e
d
e
ac
h
o
f
t
he
m
e
t
r
i
c
,
c
onf
i
gur
a
l
,
stric
t
i
n
v
aria
nc
e,
s
c
a
lar
stage
s
w
i
t
h
respe
c
t
t
o
g
e
n
der
an
d
t
h
u
s
f
ul
fil
l
t
he
c
om
p
l
e
t
e
in
varia
n
c
e
re
qu
i
r
em
ent.
I
n
th
i
s
r
egar
d,
i
t
ca
n
be
s
a
i
d
t
h
at
t
he
resul
t
s
obta
i
n
e
d
from
t
h
e
Teac
hers
'
S
e
nse
of
S
e
l
f-Eff
i
c
a
c
y
S
ca
l
e
allowed
for
a
com
p
aris
on
for
the
gen
d
er
var
iab
l
e.
Th
is
s
t
u
dy
is
o
f
gre
a
t
im
p
o
r
t
ance
i
n
t
h
a
t
i
t
pu
ts
f
orw
a
r
d
t
he
f
ac
t
t
h
at
t
h
e
T
ea
cher
s'
S
e
n
se
o
f
Se
l
f
-
Effic
a
c
y
S
cale
ha
s
t
h
e
me
as
urem
ent
i
n
vari
anc
e
,
i.
e.
t
he
m
ea
sure
m
e
nt
e
qu
i
v
ale
n
c
e
w
it
h
r
e
spec
t
t
o
g
en
der
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 2, June
2
0
19:
2
13
- 2
20
21
8
H
o
w
e
ve
r,
t
here
a
r
e
s
om
e
l
i
m
i
t
a
tio
ns
t
o
i
t
.
The
st
u
dy
w
a
s
con
duc
te
d
bas
e
d
on
t
h
e
v
i
ew
s
of
4
3
0
p
r
e
-ser
vi
c
e
teac
hers
e
nro
lle
d
i
n
t
he
p
e
d
a
g
o
g
i
c
form
a
t
i
o
n
c
e
rt
ifica
t
e
tr
ani
n
g,
w
hi
c
h
i
s
con
s
i
d
e
r
ed
t
o
be
a
lim
it
a
t
ion.
T
h
e
ana
l
yses ca
n
b
e repe
ate
d
wi
t
h
l
a
rger
sam
ple
g
r
o
ups
b
y i
n
c
l
ud
i
n
g
t
he pr
e
-se
r
vice
teac
hers
curre
ntly e
nro
lle
d in
the
fa
c
u
l
t
y
o
f
e
du
c
a
t
io
n
to
e
nsure
the
ge
ne
r
a
liza
b
i
l
ity
o
f
t
h
e
re
sults.
In
a
dd
i
tio
n,
s
ince
t
h
e
part
ic
ipa
t
io
n
w
a
s
on
a
v
o
l
u
nt
a
r
y
bas
i
s
an
d
vo
l
unta
r
y
fem
a
le
s
ou
t
num
bere
d
t
h
e
ma
l
e
s,
t
he
num
ber
of
t
he
m
a
l
e
and
t
h
e
n
u
m
b
e
r
of
t
he
fe
m
a
l
e p
a
rti
c
ipa
n
ts
d
i
d
n
o
t
m
atch,
w
h
i
c
h is
one
of
t
h
e
i
m
porta
nt l
imi
t
at
i
o
n
s
.
REFE
RENCES
[1]
Akar,
H.
"
Meta-
A
nalys
i
s
St
udy
o
n
Orga
nizat
ion
a
l
Out
c
o
m
es
o
f
Et
h
ical
L
ead
ershi
p
,"
Ed
uca
t
i
onal P
o
licy An
al
ysi
s
an
d S
t
r
a
t
e
gic
Re
sea
r
ch
, vo
l
1
3(
4
)
, pp
.
6
-2
5,
20
1
8
.
[2]
P
a
n
i
,
D
.
"
A
s
t
u
d
y
o
n
q
u
a
l
i
t
y
o
f
w
o
r
k
i
n
g
l
i
f
e
w
i
t
h
s
p
e
c
i
a
l
r
e
f
e
r
e
n
ce
t
o
p
ri
va
t
e
e
ngi
neeri
n
g
coll
ege
t
eachers
i
n
t
h
e
Di
st
rict
o
f
Ray
a
gada,
"
Jo
ur
na
l o
f
M
ana
gem
e
nt a
n
d S
c
ien
c
e
, v
ol
5
(3
),
p
p.
8
1-9
0
,
2
0
1
5
[3]
İng
e
rsol
li
,
R.
"
Is
t
h
e
re
r
eally
a
t
eacher
s
hort
a
ge?
CP
RE
r
esear
ch
r
ep
ort
s
,"
R
etri
eved
from
h
t
tp
:
/
/re
p
os
itory
.
u
p
e
nn
.e
du
/c
pre
_
re
se
a
r
c
h
re
p
o
r
ts/3
7 (1
0.0
6
.2
01
6
),
2
003
.
[4]
Dem
i
r
e
l
,
Ö
.
Pla
n
l
amad
an
de
ğ
er
lend
ir
meye ö
ğ
retme s
a
nat
ı
.
An
ka
ra
: Pe
ge
m
Aka
d
e
m
i,
2
00
0
[5]
Ban
d
u
r
a, A.
S
e
lf-ef
fi
cacy: T
h
e ex
ercis
e
of con
t
r
o
l
(
p
p
.
3
-
60
4
)
.
Ne
w
Yo
r
k
:
wH
F
r
e
e
m
a
n
, 1
9
9
7
.
[6]
Hal
p
er,
L.
R
.
and
Van
c
o
u
v
e
r,
J
.
B.,
"S
elf
-
efficacy'
s
i
n
f
l
u
ence
on
p
ersi
s
t
ence
on
a
p
h
y
s
i
cal
t
ask
:
M
od
era
t
in
g
eff
ect
of
p
erf
o
rm
ance
feed
ba
ck
am
b
ig
uity
,"
Ps
ychol
og
y of
Sp
o
r
t
and
Exer
cis
e
,
vo
l
22,
p
p
.
1
70
-1
77
,
2
016.
[7]
P
a
jares,
F
.
"Self
-
e
f
f
i
cacy
b
eliefs
i
n
acade
m
i
c
s
etti
ng
s
,
"
Revi
ew of Ed
uca
t
i
onal Resea
r
ch
,
vo
l
6
6
(
4),
pp
.
5
43-5
7
8
,
1
9
9
6.
[8]
Jack
so
n,
J
.
W
.
"
En
hanci
n
g
self
-effi
cacy
a
n
d
l
ea
rni
ng
perf
orm
a
n
c
e,"
Th
e
Jou
r
n
a
l
of
Exp
e
rim
e
n
t
al
Ed
ucatio
n
,
v
o
l
70
(3),
p
p.
2
4
3
-254,
2
0
0
2
.
[9]
Bandura,
A
.
Bar
b
aranel
li
,
C.
C
ap
rara,
G.
V
.
&
Past
orelli,
C
.
,
"
M
u
ltif
acet
ed
i
m
p
act
o
f
s
e
lf
-
e
fficacy
b
el
ief
s
o
n
acad
em
ic fu
n
ctio
ni
ng,
"
Chil
d
Develo
p
m
e
n
t
,
vol 6
7(3
)
,
p
p
.
1
20
6-12
22
,
1
996
.
[10]
Gav
o
ra,
P
.
"
Slov
ak
P
re-s
ervic
e
T
each
er
S
el
f
-
ef
fi
cacy:
Th
eoret
i
c
al
a
nd
Research
C
o
n
s
i
d
e
ratio
ns,"
Th
e
New
Ed
uca
t
io
na
l R
eview
, vo
l
2
1(2
)
,
p
p
. 1
7-3
0
,
20
1
0
.
[11]
S
k
aal
vik
,
E
.
M
.
a
n
d
S
kaal
vi
k,
S
.,
"
Teach
er
s
elf
-
efficacy
a
n
d
t
e
ache
r
b
u
r
no
ut:
A
stud
y
o
f
r
e
l
a
tio
ns
,
"
Te
a
c
hing
a
nd
T
e
ach
e
r E
duca
t
ion
,
vol
26(4
)
,
p
p
.
105
9-1
0
6
9
,
2
0
1
0
.
[12]
P
e
nd
ergast
,
D
.
G
arvis
,
S
.
&
Keo
g
h
,
J
.,
"
P
r
e-ser
v
ice
s
t
u
d
ent
-
tea
ch
er sel
f-effi
cacy b
eli
e
fs
: An
i
n
s
i
g
h
t
i
n
t
o
t
h
e mak
i
n
g
of
t
eachers
,
"
Austr
a
l
i
a
n
Jo
ur
nal o
f
T
e
a
c
her
Edu
c
at
ion
, vo
l
3
6(1
2
), p
p.
4,
20
11
.
[13]
Ts
chann
e
n-M
o
ran,
M
.
and
Ho
y,
A
.
W
.
,
"Teache
r
e
f
f
icacy:
Cap
t
u
r
in
g
a
n
e
lu
sive
c
on
stru
c
t
,"
T
e
a
c
h
i
ng a
nd T
e
ach
e
r
Educat
ion
, v
ol
1
7
(
7), p
p.
78
3
-8
0
5
, 20
0
1
.
[14]
Sav
a
s,
A
.
C.
B
o
z
gey
i
k,
Y
.
&
Eser,
İ.,
"
A
S
tu
dy
o
n
the
Rel
a
tion
s
hi
p
bet
w
een
T
eacher
S
elf
Effi
ca
cy
a
nd
B
u
r
nou
t,
"
Eu
ro
pean
Jou
r
nal
o
f
Ed
uca
t
i
onal Resea
r
ch
,
vol
3
(4),
p
p
.
1
59-1
6
6
,
2
014
.
[15]
Ev
ans
,
E
.
D
.
a
nd
T
rib
b
l
e
M
.,
"P
erceiv
e
d
teachi
n
g
p
r
ob
lem
s
,
s
e
lf
-efficacy
,
and
com
m
i
t
m
e
nt
t
o
t
eachin
g
am
on
g
pres
ervice
teach
ers
,
"
T
h
e Jo
urn
a
l
o
f
E
duca
t
i
o
n
a
l
Res
e
arch
, vo
l
8
0
(
2
)
, pp
. 8
1-8
5
, 1
98
6.
[16]
S
a
racaloğ
lu
,
A.
S
.
Karadem
i
r,
Ç
.
A
.
D
in
çer,
B.
&
D
ed
eb
ali
,
N
.
C
.
,
"Öğret
m
e
nle
r
i
n
Ö
ğ
r
etm
e
S
tilleri
,
Özyet
e
rli
k
v
e
İş
D
oy
u
m
ları
nı
n
Bel
i
rl
enm
e
si
,
"
Ed
uca
t
io
n Sciences
,
vol
1
2(1),
p
p
.
5
8-85
,
2
0
1
7
.
[17]
Dem
i
rtaş,
H
.
C
ö
m
ert
M
.
&
Ö
zer,
N.
,
"Öğret
men
ad
ayları
nı
n
ö
ğ
ret
m
en
li
k
m
e
s
l
eği
n
e
y
ö
n
e
li
k
t
u
tumları
il
e
öz-
yet
e
rlik al
g
ıl
arı
a
r
asındaki
i
l
i
şk
i
,
"
E
ğ
i
t
i
m
ve B
ilim
,
vol
3
6(15
9),
p
p
.
9
6
-
11
1,
2011.
[18]
Alli
nder,
R
.
"T
he
r
el
atio
ns
hi
p
betw
een
e
f
f
i
cacy
a
n
d
t
he
i
n
s
tru
c
tion
al
p
racti
ces
o
f
sp
ecial
e
du
cation
teach
ers
an
d
c
o
nsulta
n
t
s,"
T
e
ach
e
r E
duca
t
i
on an
d S
p
eci
al Ed
u
c
at
io
n
,
vol
1
7
,
pp.
8
6
−
9
5,
1
99
4.
[19]
Co
usins
,
J
.
B
.
a
nd
W
a
l
k
e
r,
C
.
A.,
"
P
re
dic
t
o
r
s
o
f
E
du
c
a
t
ors'
V
a
l
u
i
ng
o
f
S
y
s
t
e
m
a
t
ic
I
nq
uiry
i
n
Sc
ho
o
l
s
,
"
Ca
na
dian
Jou
r
n
a
l o
f
Pr
ogram
Evalu
a
tio
n
,
vo
l
2
5
, pp
.
5
2
, 2
00
0.
[20]
Col
a
darci,
T
.
"Teach
ers
'
s
ense
o
f
e
ffi
cacy
a
n
d
c
om
mit
m
en
t
to
t
e
achi
ng,
"
T
h
e Jo
ur
na
l
o
f
Exp
e
r
i
m
e
nt
al E
d
u
c
atio
n
,
v
o
l 60
(4)
, p
p
. 32
3
-3
37
, 19
9
2
.
[21]
S
c
hri
v
er,
M.
a
nd
Czerni
ak,
C.
M
.,
"
A
co
m
p
ari
s
on
o
f
m
id
dl
e
and
j
un
ior
h
i
gh
s
ci
en
ce
teach
ers
'
l
evel
s
o
f
e
ffi
cacy
a
n
d
kn
ow
ledg
e
o
f
d
evelo
p
m
e
n
t
all
y
a
pp
ropri
a
te
c
urric
u
lu
m
an
d
i
n
s
t
ru
c
ti
on,
"
J
o
urna
l
o
f
Sc
ie
nc
e
Te
a
c
her
Ed
uc
a
t
ion
,
vol
1
0
(1
), pp
. 2
1-4
2
, 1
99
9.
[22]
A
y
la
r
,
F
.,
a
n
d
Ak
sin
,
A
.
,
"
Sos
y
a
l
b
il
g
iler
öğretmen
a
dayları
n
ı
n
ö
z-yet
e
rlilik
i
nanç
düzeyl
e
ri
v
e
probl
e
m
çözme
beceri
l
eri
üzerin
e
bi
r
araştırm
a
(
Am
as
ya
Ö
rn
eği
)
,"
Ahi
E
v
ran
Üniversites
i
K
ı
r
ş
ehir
E
ğ
itim Fakül
t
esi
Derg
isi
,
v
o
l
12
(3),
p
p.
2
9
9
-313,
2
0
1
1
.
[23]
Ars
e
ven,
A
.
"
Ö
z
yet
e
rli
l
ik:
Bir
kavram
a
nal
i
zi.
"
E
l
e
c
tr
on
ic
T
u
rk
i
s
h
S
t
ud
i
e
s
, vo
l
1
1(1
9
), p
p.
63
-
8
0
,
20
16
.
[24]
As
ht
on
,
P
.
T
.
and
W
e
b
b
,
R.
B
.
,
M
a
ki
ng
a d
i
ff
erence: T
e
ache
r
s
' sens
e
of efficacy an
d stu
d
en
t achi
evement
.
Lo
ng
man
P
u
b
l
i
s
h
i
n
g
G
roup,
1
986.
[25]
Çapa,
Y.
Ç
akıro
ğ
lu
,
J.
&
S
a
r
ıkay
a
H
.
,
"The
d
ev
elo
p
m
e
nt
a
n
d
v
al
i
d
a
ti
on
of
a
T
u
r
ki
sh
v
ersio
n
o
f
teac
h
e
rs’
sen
s
e
of
ef
ficacy
s
cale,
"
Ed
uc
a
tio
n a
n
d
S
c
ie
nc
e
, vo
l
3
0(1
3
7), pp
.
7
4
-
81
, 2
00
5.
[26]
Ü
s
t
ü
n
e
r
,
M
.
D
e
m
i
r
t
a
s
,
H
.
&
C
ö
m
e
r
t
,
M
.
,
"
T
h
e
a
t
t
i
t
u
d
e
s
o
f
p
r
o
s
p
e
ctiv
e
teachers
t
o
w
a
rd
s
th
e
p
r
of
es
sio
n
o
f
teach
ing
(Th
e
case
o
f
I
nonu
U
n
i
v
e
rsit
y,
F
acult
y
o
f
E
ducatio
n),
"
E
ğ
iti
m ve
B
i
lim
, v
o
l
34
(
15
1), p
p.
14
0
,
2
0
0
9
.
[27]
Ek
in
c
i
,
H
.
"
Ö
ğ
re
t
m
en
a
d
a
yl
arı
n
ı
n
ö
zy
eterli
k
alg
ı
ları
:
res
i
m
,
m
ü
zi
k
ve
b
ed
en
e
ğ
i
t
i
m
i
,
"
Tu
rk
ish Stud
ie
s
,
vo
l
8
(
3),
pp
.
18
9-1
96,
2
0
1
3
.
[28]
Güv
e
nç
,
H.
"
Sı
nı
f
öğ
re
t
m
e
n
le
ri
nin
ö
z
e
r
k
lik
d
e
s
te
kle
r
i
ve
m
e
s
le
k
i
ö
z
y
eterl
i
k
alg
ı
ları,"
K
u
ra
m
v
e
Uy
g
u
la
ma
da
E
ğ
i
tim Y
önetimi
Dergisi
,
vo
l
1
7
(1),
p
p
.
9
9
-
11
6,
2
0
11.
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
Exam
in
in
g t
h
e
m
e
asurem
e
n
t
i
n
va
ria
n
c
e
of
th
e
teac
he
rs'
sense
of sel
f
-ef
fic
a
c
y
scale
i
n
… (H
üse
y
i
n
AKA
R
)
21
9
[29]
Kes
i
cio
ğ
l
u
,
O.
S
.
and
G
üven
,
G
.
,
"
Ok
ul
önces
i
öğ
retm
en
a
d
a
yları
n
ı
n
öz
y
eterli
k
dü
zeyl
e
ri
i
l
e
p
rob
l
em
ç
özm
e
,
em
pati
ve
i
l
e
ti
ş
i
m
b
ecerileri
a
ras
ı
n
d
ak
i
il
iş
ki
n
i
n
in
ce
l
e
nm
es
i,
"
E
l
e
c
tr
o
n
i
c
T
u
r
k
is
h
St
ud
ie
s
,
vo
l
9(5),
pp
.
1
371
-13
8
3
, 2
014
.
[30]
Ay
ra,
M
.
a
n
d
K
ös
tereli
oğ
lu,
I.,
"T
he
r
elat
io
n
s
hi
p
b
e
tween
t
each
ers’
l
if
e
l
o
n
g
learn
i
n
g
t
end
e
ncies
and
th
eir
percep
tio
ns
o
f
prof
es
s
i
onal s
e
lf
-e
fficacy
,"
E-J
o
urna
l o
f
Ne
w
Wo
rld
Sc
ie
n
c
e
s
Ac
ad
e
m
y
, v
ol
1
0
, p
p.
1
7
-
28
, 20
1
5
.
[31]
Büm
e
n,
N
.
T.
a
n
d
E
rca
n
Ö
zay
dın
,
T
.
,
"
A
d
aylık
tan
görev
e
öğret
m
e
n
ö
zy
eterli
ğ
i
v
e
öğ
retm
enlik
m
es
leğin
e
y
ön
eli
k
tutumlardaki değ
i
ş
i
m
ler,"
E
ğ
i
t
i
m
ve Bilim Dergisi
,
v
o
l
38
(16
9
),
pp.
1
0
9
-1
24,
2
0
13.
[32]
Ko
rku
t
K
.,
a
nd
Babao
ğ
lan
,
E
.,
"
S
ı
n
ı
f
öğ
retm
enl
e
rin
i
n
öz
y
et
e
r
li
k
i
n
ançl
arı,"
Ulus
lar
a
ras
ı
Y
ö
netim
İ
kti
s
a
t
ve
İş
let
m
e
Der
g
isi
,
vol
8
(1
6
)
,
p
p.
2
69
-28
1
, 2
01
2.
[33]
Başu
sta,
N
.
B.
a
nd
G
elb
a
l,
S
.,
"
G
r
upl
ararası
k
a
rşılaştırm
a
l
a
rda
ö
lç
m
e
d
e
ğ
iş
me
z
l
i
ğ
in
i
n
t
e
s
t
edilme
s
i
:
P
I
S
A
öğrenci
a
n
ke
ti
ö
r
ne
ği
,
"
Ha
c
e
t
te
p
e
Ü
n
iv
e
r
si
te
s
i
E
ğ
itim
Fak
ü
lt
es
i
Derg
i
s
i
,
v
o
l 30
(4)
, pp
. 80
-
90
,
2
0
1
5
.
[34]
Karad
u
m
a
n,
B
.
and
Kil
m
en
,
S.
,
"Sınav
S
tres
i
Ölçeği
n
i
n
T
ürk
ç
ey
e
Uy
arlanm
as
ı
v
e
Ö
l
ç
m
e
D
eği
ş
m
ezli
ğ
ini
n
İncel
enm
e
si
A
d
a
p
t
at
io
n
o
f
t
he
E
x
a
m
i
n
a
tio
n
S
t
r
ess
S
cal
e
i
n
t
o
T
ur
kish
a
nd
E
x
am
in
ati
o
n
of
M
easu
r
e
m
en
t
Inv
a
riance,
"
Jo
u
r
nal o
f
M
e
as
ure
m
ent
an
d
E
v
al
uatio
n
in Edu
c
ation a
n
d
Ps
ycho
l
ogy
, vo
l
9
(2),
p
p.
1
0
1
-1
15
, 20
1
8
.
[35]
Byrne,
B
.
M.
Multivar
i
a
te ap
pli
c
ati
ons book
s
e
ri
es. Str
u
ct
u
r
al equati
on
m
odeli
ng w
ith LISRE
L
, PRELIS,
and
SIM
P
L
I
S: Basi
c
co
ncept
s
,
a
pplica
t
i
o
n
s
,
an
d p
r
og
ram
m
i
n
g
.
Mah
w
ah
,
N
J
,
U
S
:
L
a
wren
c
e
E
rl
bau
m
A
sso
cia
t
es
P
u
b
l
i
s
hers,
1
99
8
.
[36]
Uzun,
B.
a
nd
Ö
ğret
men,
T
.
,
"
Fe
n
Başarısı
ile
İ
lgili
Bazi
D
eği
ş
k
en
leri
n
T
I
MM
S
-
R
Tü
rk
i
y
e
Ö
r
nek
l
emin
de
C
in
s
i
yete
G
ö
r
e
Ö
lç
m
e
D
e
ğ
iş
me
z
l
i
ğ
i
n
in
D
e
ğ
e
r
le
n
d
i
r
i
l
m
e
s
i,
"
E
ğ
i
tim v
e
B
ili
m
, vo
l
1
55
,
p
p
.
2
6
-3
5, 2
01
0.
[37]
Bol
l
en,
K.
A
.
“A
n
ew
i
ncrem
e
nt
al
f
i
t
i
ndex
f
o
r
g
e
neral
s
t
ru
ctu
r
al
e
qu
ati
on
mo
del
s
.
”
So
c
i
o
l
og
ic
a
l
Me
tho
d
s
&
Research
, vo
l
1
7
(
3
)
, pp
. 3
03
-31
6
, 1
98
9.
[38]
Ch
e
u
n
g
,
G.
W
.
a
n
d
Re
nsvo
ld,
R.
B
.
,
"
Asse
ssin
g
e
xtre
me
a
nd
a
c
qui
es
c
e
n
ce
r
e
s
p
o
n
s
e
s
ets
in
c
ro
ss-cul
t
ural
r
es
earc
h
us
in
g
stru
ctural
equ
ati
o
n
s
m
o
d
eli
n
g
,
"
J
o
urn
a
l
o
f
Cross-Cu
ltu
r
a
l
Psy
c
ho
lo
gy
,
vol
3
1
(
2
)
,
p
p.
187
-2
1
2
,
200
0.
[39]
W
i
dam
a
n
,
K.
F
.
a
nd
R
ei
s
e
,
S
.
P
.,
Ex
p
l
o
r
in
g
th
e
me
a
s
ure
m
e
n
t inv
a
ria
n
c
e
o
f
psy
c
h
olog
ic
a
l
in
st
ru
me
n
t
s:
Ap
pl
ic
at
io
ns
in the
sub
s
tance use
domain
.
A
r
iel
,
1
6
5
,
22
0-14,
1
99
7.
[40]
Van
d
enb
e
rg,
R.
J
.
an
d
Lan
c
e
,
C
.
E.,
"
A
revi
ew
a
nd
sy
nt
hesi
s
o
f
t
he
m
easu
r
e
m
en
t
in
varian
ce
li
terature:
S
u
g
g
es
tio
n
s
,
pract
ices,
an
d
recom
m
e
nd
ati
ons
f
or
o
rg
ani
z
a
t
io
nal
res
earch,"
Organiza
tional Re
search M
e
thods
,
vo
l
3(1
)
,
p
p
. 4-7
0
, 2
00
0.
[41]
Kline,
R
.
B.
Con
vergen
c
e of
s
t
r
u
c
t
ural eq
ua
ti
on m
o
d
e
lin
g
and
multi
l
evel mod
e
li
ng. In
M
.
W
i
l
l
i
a
ms
(
E
d.),
Ha
nd
boo
k of m
e
t
h
o
d
o
l
o
g
ica
l
innova
t
i
o
n
.
Tho
u
san
d
Oa
k
s, CA
:
S
ag
e, 20
1
1
.
[42]
Uy
sal
,
N
.
K.
a
n
d
A
rık
a
n,
Ç
.
A
.,
"M
easu
r
em
en
t
Inv
a
rian
ce
o
f
S
c
i
e
nce
S
e
lf
-Eff
ic
acy
S
cal
e
in
P
ISA
,
"
Interna
t
ional
Journal
o
f
Assessment Too
l
s i
n
Educat
ion
,
v
o
l
5(2
)
,
p
p.
3
25
-33
8
,
201
8.
[43]
Wu,
A.
D
.
L
i
Z
.
&
Z
u
mb
o
,
B
. D
.,
"
D
eco
ding
t
h
e
m
eanin
g
o
f
f
acto
r
ial in
varian
ce and
up
dat
i
n
g
t
he
p
racti
ce of
m
ulti-
g
r
ou
p
c
o
n
f
i
r
ma
to
ry
f
a
c
t
o
r
a
n
a
l
y
sis:
A
d
e
m
o
n
s
tra
tion
with
T
I
MSS
da
ta
,"
Pract
i
cal As
sessm
ent,
R
e
search
&
Eva
l
uati
o
n
, vo
l
1
2(3
)
, pp
. 1
-26
,
2
0
0
7
.
[44]
M
i
lf
ont,
T.
L
.
and
F
i
sch
e
r,
R
.,
"Tes
tin
g
m
eas
urem
ent
in
varia
n
ce
a
cross
gro
u
p
s
:
Appli
cati
o
n
s
i
n
cros
s-cultu
ral
research
,
"
In
ter
n
a
tio
nal
J
o
ur
na
l
o
f
Psych
ol
og
i
c
al Res
e
ar
ch
,
v
o
l
3
(
1
)
,
p
p.
111
-13
0
,
201
0.
[45]
S
a
lzb
e
rg
er,
T
.
S
ink
ovi
cs, R.
R
. &
S
c
hl
egelmilch
,
B
. B.,
"Dat
a
e
qu
iv
alen
c
e
in
cros
s
-
cu
ltu
ral re
s
earch:
A co
m
p
ari
s
o
n
of
c
las
s
i
cal
t
es
t
th
eory
a
n
d
l
at
ent
t
r
ait
t
h
eo
ry
b
ased
a
pp
roach
es
,"
Au
stra
las
i
a
n
M
a
rk
e
ting
J
o
urna
l (AMJ
)
,
vol
7
(2),
pp
.
2
3-38
,
1
9
9
9
.
[46]
Byrn
e,
B
.
M
.
a
n
d
W
at
k
i
ns
,
D.,
"
T
he
i
ss
ue
o
f
m
e
as
urem
ent
inv
a
ria
n
ce
revi
si
ted,
"
Journal o
f
Cross-Cu
ltural
Ps
ychol
og
y
, vo
l
3
4(2
)
, pp
. 1
55
-1
75
,
2
0
0
3
.
[47]
M
i
l
l
s
a
p
,
R
.
E
.
a
n
d
O
l
i
v
e
r
a
-
A
g
u
i
l
a
r
,
M
.
,
Investigat
in
g
mea
s
ur
em
en
t in
varia
n
ce us
ing
confirma
tor
y
fa
cto
r
an
a
l
ysis.
In R.
H.
Hoyl
e
(
E
d
.
),
“
H
an
db
ook
of
s
t
ru
c
t
u
r
al e
q
ua
ti
on
mo
del
i
ng
(
p
p
.
38
0-39
2).
New
Yo
rk,
NY,
U
S
:
T
he
G
uilf
o
r
d
Pre
s
s,
2
01
2.
[48]
G
r
e
g
o
r
i
c
h
,
S
.
E
.
"
D
o
s
e
l
f
-
r
e
p
o
r
t
i
n
s
t
r
u
m
e
n
t
s
a
l
l
o
w
m
e
a
n
i
n
g
f
u
l
c
omp
a
riso
ns
a
c
r
oss
dive
rse
po
p
u
la
tion
g
r
ou
p
s
?
Tes
t
i
ng
m
e
a
s
urem
en
t
i
nvari
ance
u
s
i
n
g
th
e
con
f
irm
a
to
ry
f
act
or
a
n
aly
s
is
f
ram
e
wo
rk,"
M
edical
C
are,
v
o
l
4
4
(11
S
u
p
p
l
3),
pp.
7
8
,
2
006.
[49]
Jö
resk
og,
K.
G.
a
n
d
S
örbo
m,
D
.
,
L
I
SREL
8
:
Us
er’s
gu
id
e
. Chicago
:
S
ci
entif
i
c S
o
f
t
w
a
re, 1
993
.
[50]
S
c
hu
mack
er,
R.
E
.
an
d
L
o
m
a
x
,
R
.
G.,
A
Begin
n
er
's G
u
i
d
e
t
o
Str
u
c
t
ural Equ
a
tio
n
M
o
d
e
lin
g
,
Psy
c
ho
lo
gy
Pre
s
s,
2
00
4.
[51]
Rayk
ov
T
.
,
an
d
M
a
rcou
li
des
G.
A
.
,
"
O
n
m
ultilev
e
l
m
o
d
e
l
reliab
i
l
ity
e
st
im
ati
o
n
from
th
e
pers
pecti
v
e
of
s
tru
c
tu
ral
equation modeli
ng,"
Stru
c
t
ura
l
Eq
ua
tio
n M
o
d
e
li
ng
,
vol
1
3(1),
pp.
1
30-1
4
1
,
2
006
.
[52]
Uy
ar,
Ş
.
a
nd
D
o
ğ
an,
N
.
,
"P
ISA
2
009
T
ü
r
k
i
ye
Ö
rn
eklem
i
nd
e
Öğren
m
e
S
trate
jil
er
i
Model
i
nin
Farkl
ı
G
rupl
ard
a
Öl
çme Deği
ş
m
ezl
iğini
n
İ
n
celen
m
e
si,
"
Ulus
l
a
r
a
r
a
s
ı
Tü
rk
E
ğ
itim Bil
i
m
l
e
ri
Dergisi
,
vol
2
01
4(3),
pp.
3
0-43
,
2
0
1
4
.
[53]
Hu
,
L.
T
.
an
d
Bent
ler,
P
.
M,.
"
C
u
t
off
crit
eria
f
or
f
it
i
nd
exes
i
n
c
ov
ariance
s
t
ructure
anal
ysi
s
:
Conv
ent
i
on
al
c
rit
e
ria
vers
us
n
ew
a
lt
ernati
ves
,
"
S
t
ru
c
t
u
r
al Eq
uati
on M
odeli
ng
:
A M
u
lti
d
i
scipli
na
ry Jo
urna
l
,
v
o
l
6(1
)
,
p
p
.
1
-
55
,
1
999.
[54]
Ho
op
er,
D,
C
ough
lan,
J
.
&
M
u
llen
,
M
.
R.,
"
S
t
ru
c
t
u
r
al
E
qu
a
tio
n
M
o
d
e
ll
in
g
:
G
u
i
d
e
li
n
e
s
for
D
e
te
r
m
in
in
g
M
o
de
l
F
i
t
,
"
El
ectro
n
i
c Jou
r
nal
o
f
Bu
si
nes
s
Resear
ch M
e
th
ods
, vo
l
6
(1)
, 20
0
8
.
[55]
Çok
l
uk
,
Ö
.
,
Ş
e
kercio
ğlu
,
G
.
&
v
e
B
üy
ükö
ztü
r
k,
Ş
.
Sosyal bi
limler
iç
in çok
de
ğ
i
ş
kenli
istat
i
st
i
k
SP
SS ve LISR
E
L
uyg
u
l
a
ma
lar
ı
.
Ankara:
P
e
gem
Akad
emi
,
2
018.
[56]
T
a
b
achni
ck,
B
. G.
and
F
i
d
e
l
l
,
L
.
S
.
,
Us
i
n
g mul
tivariate
s
t
atistics (6t
h
ed.
)
.
N
ew J
e
r
sey
:
P
earso
n,
2
0
12.
[57]
Kaplan,
D.
S
t
r
u
ct
ura
l
eq
ua
tio
n
m
o
d
e
lin
g: f
o
u
ndati
ons a
n
d
ex
t
e
ns
io
ns
,
Th
ous
an
d
Oak
e
s,
C
A:
S
age
(A
dvan
c
ed
Quantitative
Techni
ques
in
t
he S
oc
ial
Sc
iences S
eries:
V
ol. 10)
,
200
0.
Evaluation Warning : The document was created with Spire.PDF for Python.
ISS
N
:
225
2-
8
8
2
2
I
n
t
.
J.
Ev
al.
&
Res.
Ed
u
c
.
Vo
l.
8
,
No
.
2
,
J
u
n
e
2
0
19: 2
13
-
2
20
22
0
[58]
Schermel
leh-En
g
e
l,
K
.
,
M
o
o
sb
r
u
g
g
er,
H.,
&
M
ü
ll
er,
H
.,
"
E
valu
a
t
i
ng
t
he
f
it
o
f
s
t
r
u
c
t
u
r
a
l
e
qu
a
t
io
n
mod
e
ls
:
Te
s
t
s
o
f
s
i
g
n
ifi
cance
and
des
c
rip
t
i
v
e
g
o
o
d
n
e
ss
-o
f
-
fit
meas
ures,
"
M
e
th
o
d
s
of Ps
ycho
l
ogi
cal
Res
e
ar
c
h
O
n
lin
e
,
v
o
l
8(2),
pp
.
2
3
-
74
, 2
00
3.
[59]
S
ü
m
e
r,
N
.,
"
Y
a
pı
sal
eş
itli
k
m
o
d
e
l
l
eri:
T
em
el
k
a
v
ram
l
ar
v
e
ö
r
ne
k
uyg
ul
am
alar,"
Türk Psi
k
ol
o
ji Y
a
z
ı
la
r
ı
,
vo
l
3(6
)
,
pp
.
4
9
-
74
, 2
00
0.
BIOGRAPHI
E
S
OF
AUT
HORS
PhD
s
t
udent
Y
ıl
dı
z
Burcu
DOĞA
N
i
s
a
L
ecturer
a
tt
ached
t
o
the
Mu
alli
m
R
ı
f
a
t
Facul
t
y
of
E
d
u
c
a
t
io
n
a
t
K
i
l
is
7
A
r
a
lı
k
Un
iv
e
r
s
i
ty
i
n
t
h
e
De
p
a
r
t
me
nt
o
f
Gu
i
d
a
nce
and
P
s
y
c
h
o
l
ogical
C
ou
ns
elin
g
.
H
er
r
es
earch
a
n
d
pub
li
cati
on
interest
s
in
clud
e
t
opi
cs
s
u
c
h
as
s
o
c
ial
e
n
tre
p
re
n
e
urship
,
p
e
rso
n
a
l
v
a
l
ue
s,
s
e
l
f-ha
n
d
i
c
a
p
ping
,
se
l
f
-e
ffi
cacy,
t
eacher
t
raining
e
t
c.
Sh
e
ha
s
p
r
e
s
e
n
te
d
pa
p
e
rs
a
t
nati
onal
and
int
e
r
n
at
ional
congress
es
a
nd
p
u
b
l
i
s
h
ed
a
rti
c
les
in
vari
ous
j
ourn
a
ls.
Dr.
Hü
s
e
yi
n
A
K
A
R
i
s
an
A
ssi
st
ant
P
r
o
f
es
sor
att
ached
t
o
th
e
M
u
al
li
m
Rıfat
F
acu
lty
o
f
Educati
o
n
at
K
ilis
7
A
ral
ı
k
U
n
iversity
i
n
the
Depart
ment
o
f
E
d
u
cat
ional
A
d
mi
n
i
s
t
rat
i
on.
Hi
s
res
earch
a
nd
p
u
b
licat
io
n
i
n
t
e
res
t
s
in
clu
d
e
t
o
p
i
cs
s
u
c
h
as
q
u
a
l
i
t
y
o
f
w
o
r
k
lif
e,
edu
catio
nal
adm
i
nis
t
ra
t
i
o
n
,
social
e
n
t
rep
r
eneurs
hi
p,
t
eacher
t
r
a
i
ning
,
org
a
niz
a
tio
na
l
be
h
a
vior,
and
leaders
h
i
p
.
H
e
h
as
p
resen
t
ed
p
ap
ers
at
n
ation
a
l
and
intern
a
tio
na
l
con
g
ress
es
a
n
d
p
ublis
hed
arti
c
l
es
i
n
vario
u
s
j
ourn
a
ls.
Dr.
M
e
hm
et
Ü
s
t
ün
er
i
s
a
P
r
o
f
esso
r
(F
u
l
l)
a
ttached
t
o
t
h
e
F
acul
t
y
o
f
E
du
c
a
tio
n
a
t
İn
ön
ü
Un
iversit
y
i
n
th
e
D
e
part
men
t
o
f
E
d
u
catio
na
l
Admi
nist
ra
tio
n
.
H
is
r
esearch
a
nd
p
u
b
licati
o
n
in
terests
i
n
c
l
ud
e
t
o
p
i
cs
s
uch
as
o
rg
ani
zati
onal
beh
a
vio
r
,
qu
ali
ty
o
f
w
o
rk
lif
e,
s
oc
ial
ent
r
e
p
reneu
r
sh
ip,
edu
cati
onal
ad
m
i
nistrati
on
,
organ
i
zat
io
nal
ps
ych
o
l
ogy
,
tea
c
her
trai
ni
ng
,
attitudes,
g
roup
d
ynamics
etc.
H
e
has
presented
papers
a
t
nat
i
o
n
a
l
a
n
d
in
te
r
n
a
t
i
o
na
l
c
o
n
g
r
e
s
s
e
s
and
pu
bl
ish
e
d
art
i
c
l
es i
n
v
a
rio
u
s
jo
urn
a
ls.
Evaluation Warning : The document was created with Spire.PDF for Python.