Adaptation of the scale "measuring the perception of the professional status of a teacher" into the Kazakh

Abstract

This article presents a description of the process of adapting the toolkit to the Kazakh language, dedicated to measuring attitudes towards the professional status of a teacher in a sample of teachers working in secondary schools in the city of Astana.The process of adapting the toolkit included the following steps: 1) scale translation; 2) application of the scale on the sample; 3) the use of confirmatory factor analysis and interpretation of the obtained values.Translation of the scale from the original into the Kazakhwas done by thirteen doctoral students and researchers studying in Turkey and have fluent academic Turkish at the C1/B2 level. To translate the scale into Kazakh, a traditional scale adaptation approach was chosen. The scale, translated into Kazakh, was carried out for a sample (n=614) of the study.Confirmatory factor analysis was used to confirm the factorial structure of the scale translated into Kazakh and to check the compatibility of the model with the collected data. The values of conformity and factor loads obtained from the confirmatory factor analysis were studied using the AMOS 24 program. A chi-square test was studied. However, since a chi-square test is affected by sample size, it is necessary to decide whether the model data are consistent. Therefore, the analysis uses the ratio χ2/sd rather than the value itself. Confirmatory factor analysis took into account measures such as root mean square error of approximation (RMSEA), comparative fit index (CFI), Tucker-Lewis index (TLI), and good fit index (GFI). The fit values of the model as a result of the confirmatory factor
analysis are as follows; χ2/sd = 4,36; RMSEA = 0,062; CFI = 0,90; TLI = 0,89 GFI = 0,90. As a result of the confirmatory factor analysis, it was found that the measuring tool retained its structure from the original form and is a valid and reliable scale consisting of 25 elements with three factors, adapted to the Kazakh. In conclusion, recommendations were given on the use of a scale adapted to the Kazakh language for conducting research on the attitude of teachers and future teachers to the professional status of the teaching profession.
Key words: teacher status; measuring the status of the teaching profession; adaptation of the scale to the Kazakh.