Reliability and Validity of the Teacher Rating Scale of School Adjustment for 5-6 Years of Children
 
Abstract
 

School adjustment is a multi-dimentional concept related to social effect, social behaviour and school achievement. School adjustment is has been conceptualized as the degree to which children are interested, comfortable and successful in the school environment. Peers, parents and teachers have been important effects on school adjustment. It is know that there was a relation between positive teacher-child interaction and school adjustment and competence in preschool stage. Also teacher had more effects than relations with peers on school adjustment. Pre-School Education Programme, which prepared by Ministry of National Education in 2006, has been stressed upon especially the active participation of the children in training settings. The measurement of school adjustment levels of children can be important in making regulations for children to participate actively to training settings. First of all there is a need to have a scale to assess school adjustment of young chilren. There is not any scale to assess school adjustment of preschool children in Turkey. Due to this idea, the aim of the present study was to adapt the Teacher Rating Scale of School Adjustment, for 5-6 years-old children to Turkish. The original scale was developed by G. W. Ladd, B. Kochenfender and C. Coleman (1996) and it aimed to evalute the children’s school adjustment on the basis of teachers observations. The Turkish version of the scale was administered to the teachers of 269 preschool children of 5-6 years-old and the validity and reliability of the scale were tested. The results indicated that the Turkish version of the scale had acceptable reliability and validity.

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