Adaptation of teaching approaches scale to the Kosovo culture - a validity and reliability analysis
Özet
Investigating the teaching approaches that teachers adopt in the education process has
gained significant importance. Various scales have been developed to determine teachers' teaching
approaches. Cultural differences may cause the scales to yield different results. Therefore, adapting
the scales to different cultures contributes to the use of such scales by those cultures. Accordingly,
the Teaching Approaches Scale developed by Michael Prosser and KeithTrigwell (2006), which was
adapted into Turkish by Tezci (2017), was adapted to the Kosovo culture. In the present study,
whether the Albanian, Bosnian and Turkish versions of the scale support the same factor structure
was investigated using the quantitative research method. Firstly, the Teaching Approaches Scale was
translated into Albanian and Bosnian and the opinion of an expert was taken. The scale was applied
to 200 teachers working in schools where the teaching languages are Albanian, Bosnian and Turkish.
The scale comprised 22 items and 2 factors. The present study was carried out in Kosovo, therefore
linguistic equivalence was particularly prioritized. Confirmatory Factor Analysis was utilized to
confirm the suitability of the two-factor structure of the scale. Analyzes were carried out separately
for each language and acceptable fit indices were determined. The reliability analysis yielded
satisfactory results.
