KOLAYLAŞTIRICI OKUL YAPISI ÖLÇEĞİNİN TÜRKÇE FORMUNUN PSİKOMETRİK ÖZELLİKLERİNİN YENİDEN DEĞERLENDİRİLMESİ * REASSESING THE PSYCHOMETRIC PROPERTIES OF THE TURKISH VERSION OF ENABLING SCHOOL STRUCTURE SCALE

The purpose of this research is to investigate the psychometric properties of the Enabling School Structure Scale (ESS) that aims to measure the degree to which school structure is enabling or coercive, and also to conduct reliability and validity studies of the scale. Participants of the study consisted of 1018 teachers working in 75 different primary schools located in Malatya province during 2009-2010 semester. For validity studies, exploratory and confirmatory factor analyses were carried out, and also corrected item-total correlations were estimated. For reliability studies, Cronbach Alpha and test-retest correlation coefficients were estimated. Results obtained from the reliability and validity studies showed that on the contrary to original form of ESS, Turkish form consisted of two distinct factors, enabling bureaucracy and coercive bureaucracy respectively. While factor loading of the items in enabling * **