Developing and Validating a Scale for Assessing Teachers’ Attitudes Toward Project Consultancy

Tongal A., YILDIRIM F. S., ÖZKARA Y., Yıldırım A.

SAGE Open, cilt.15, sa.4, 2025 (SSCI, Scopus) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 15 Sayı: 4
  • Basım Tarihi: 2025
  • Doi Numarası: 10.1177/21582440251376055
  • Dergi Adı: SAGE Open
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Education Abstracts, ERIC (Education Resources Information Center), Directory of Open Access Journals
  • Anahtar Kelimeler: mixed methods, project consultancy, project-based learning, scale development, teacher attitudes
  • Akdeniz Üniversitesi Adresli: Evet

Özet

This study addresses a critical gap in educational research by developing a valid and reliable scale to measure teachers’ attitudes toward project consultancy an increasingly significant role in project-based learning environments. Despite the growing importance of teacher involvement in guiding student projects, tools for assessing teachers’ consultancy attitudes remain limited. Using an exploratory sequential mixed-methods design, the study began with semi-structured interviews (n = 10) to identify core themes, leading to the creation of an item pool. A preliminary version of the scale was administered to 382 teachers for Exploratory Factor Analysis (EFA), revealing a four-factor structure—evaluation, execution, planning, and completion—explaining 61.9% of the variance. Confirmatory Factor Analysis (CFA) with a separate sample (n = 194) confirmed the model fit (χ2/df = 2.4, CFI = 0.92, RMSEA = 0.08). The final 20-item scale demonstrated strong internal consistency (α = .89). Notably, female teachers scored significantly higher than male teachers on the evaluation subdimension. The Project Consultancy Attitude Scale offers researchers and educational practitioners a psychometrically sound instrument to evaluate and support teacher development in project-based learning context