Akademik Veri Yönetim Sistemi
International Journal of Progressive Education (IJPE), cilt.18, sa.1, ss.229-248, 2022 (Hakemli Dergi)
In this study, it was aimed to reveal classroom teachers' expectations from pre-school education within
the context of literacy teaching and to develop a measurement tool depending on these expectations.
The study was conducted with 682 classroom teachers in accordance with the exploratory sequential
design, one of the mixed method designs. The expectations of classroom teachers within the context of
literacy teaching were first determined by qualitative data collection methods, then, the validity and
reliability analyses of the draft measurement tool created with these data were performed and the
measurement tool was developed, and finally, this measurement tool was applied on a different sample
and the expectations of classroom teachers from preschool education within the context of literacy
were determined. According to the qualitative data, classroom teachers' expectations were evaluated
under the themes of listening, speaking, reading, writing and school adjustment. In the scale
development process, the reliability was ensured by Cronbach's Alpha coefficient, the content validity
was ensured by expert opinions, and the construct validity was ensured by exploratory and
confirmatory factor analysis. As a result of the analyses, a valid and reliable scale consisting of 24
items and three factors as listening-speaking, reading-writing and school adjustment was developed. It
was recommended that classroom teachers should evaluate their expectations from pre-school
education with pre-school teachers during their professional working periods.