World Journal on Educational Technology: Current Issues, cilt.12, sa.2, ss.84-97, 2020 (Scopus)
The purpose of this study was to develop a Turkish version of
the Creative Self-Efficacy Scale (CSES) and to explore its psychometric
properties. Participants were 489 preservice teachers enrolled in a public
university in Turkey (n = 489). Two-hundred-thirty-five of 489 preservice teachers
(48.06%) participated in the first study for the exploratory factor analysis
(EFA), and 254 (51.94%) participated in the second study for the confirmatory
factor analysis. Two-hundred-sixty (53.2%) of the participants were studying in
preschool teaching and 132 (46.8%) were studying in classroom teaching
programs. CSES, which is a 3-item Likert-type English questionnaire, was
translated into Turkish by the researcher. Eight researchers who were expert in
Turkish education, English language teaching, educational measurement and
evaluation, elementary education and educational technology fields participated
in the back-translation and expert review processes. Scale scores did not
differ according to sex, age, grade or department of the respondent. However,
creative self-efficacy was observed to be related to design self-efficacy.