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Development of pre-school teachers' guidance proficiency level is is thought as a good substitute for guidance counsellors in pre-schools, since their numbers are not enough to keep up with the demand. This is not just an alternative, because even if there were enough teachers, the ideal approach is to have active cooperation between pre-school teachers and guidance counsellors. Since pre-school education period covers some of the most critical years in children’s development where their personality characteristics are shaped, skills and habits are set, there will always be need for pre-school teachers with high guidance proficiency. This study aims to develop a scale to determine pre-school teacher candidates’ guidance proficiency level. For the construct validity of our scale a factor analysis test was done. For reliability of our scale Rulon and Cronbach Alpha tests, test-retest and item analysis were done. The research was conducted with random sampling on 784 senior students in pre-school teaching departments at 14 universities in Turkey. According to the results of the factor analysis of the 72 items included in the scale we found four factors which explain 61.057% of total variance (Total Variance Explained 48.3%). When factor loads are examined it is seen that there are items which are between .461 and .722. For factor 1: “Educational Development”, rulon value is 0.962 and Cronbach Alpha value is 0.962. For factor 2: “Self-Acceptance, Family and Social Relations” rulon value is 0.969 and Cronbach Alpha value is 0.973. For factor 3: “Follow-up and assesment” rulon value is 0.959 and Cronbach Alpha value is 0.957. For factor 4: “Adaptation to School and Environment” rulon value is 0.874 and Cronbach Alpha value is 0.893. Test-retest reliability coefficients for factor 1: 0.766, for factor 2: 0.780, for factor 3: 0.818, for factor 4: 0.509 and for total: 0.823. In order to question differences between quartiles a t -test was conducted. According to these results, we found that there are statistically significant difference(p<.01) between the upper and lower quartiles. According to the psychometric results pre-school teacher candidates’ guidance proficiency scale which covers 4 factors is found out to be valid and reliable. Ozet: Okul oncesi egitim donemi rastlantilara birakilamayacak kadar onemlidir. Cocugun bu donemde tum gelisimi sekillenirken, hayati boyunca ona alt yapiyi olusturacak bilgi, beceri ve aliskanliklarinin da temelleri atilmakta , kisilik ozellikleri sekillenmektedir. Bundan dolayi, cocuk ve aileyi bu donemde destekleyici rehberlik calismalarina buyuk ihtiyac duyulmaktadir. Ancak okul oncesi egitim kurumlarinda gorev yapan rehber ogretmen sayisi henuz yeterli degildir. Bu gereksinimi karsilamak uzere alternatif bir cozum olarak okul oncesi egitimde gorev yapan ogretmenlerin rehberlik yeterliliklerinin gelistirilmesi ele alinmalidir. Bu sadece alternatif bir cozum yolu degildir , cunku yeterli sayida rehber ogretmen olsa bile ideal olani okul oncesi ogretmeni ile rehber ogretmenin isbirligi icinde calismasidir. Okul oncesi donemde rehberlik hizmetlerine bu yaklasimla bakildiginda ogretmen ve ogretmen adaylarinin rehberlik yeterliliklerinin bilinmesi gerekmektedir. Bunun icin de okul oncesi ogretmen adaylarinin rehberlik yeterliliklerinin duzeyini anlamak icin gelistirilmis olcme araclarina gereksinim vardir. Bu calisma okul oncesi ogretmen adaylarinin rehberlik yeterlilik duzeylerini belirleme amaciyla bir olcek gelistirme calismasidir. Calismada “Okul Oncesi Ogretmen Adaylari Rehberlik Yeterlilikleri Olcegi”nin, yapi gecerliligi sinamasi icin faktor analizi, guvenirlik calismalari icin ise Rulon ve Cronbach Alfa ic tutarlik katsayilari ve test-tekrar test ve madde analizleri yapilmistir. Arastirma Turkiye’deki 14 universitenin okul oncesi ogretmenligi anabilim dalinda ogrenim gormekte olan ve 4. sinifa devam eden okul oncesi ogretmen adaylarindan rasgele ornekleme yontemi ile secilen 784 ogrenci ile yurutulmustur. Sonuc olarak; faktor analizi sonucunda toplam varyansin % 61.057’sini aciklayan (Total Variance Explained   % 48,3) ve dort faktor altinda toplanan 72 madde elde edilmistir. Olcegin faktor yukleri incelendiginde; .461 ile .722 arasinda yuk degerlerine sahip maddeler olduklari gorulmustur. Okul Oncesi Ogretmen Adaylarina Yonelik Rehberlik Yeterlilikleri Olcegi’nin Cronbach Alfa ic tutarlilik katsayilari olcegin Faktor 1 “Egitsel Gelisim” icin rulon degeri 0,962 ve Cronbach Alpha degeri 0,962, Faktor 2 “Kendini Kabul, Aile ve Sosyal Iliskiler” icin rulon degeri 0,969 ve Cronbach Alpha degeri 0,973,Faktor, 3 “Takip-Degerlendirme-Destek” icin rulon degeri 0,959 ve Cronbach Alpha degeri 0,957, Faktor 4 “Okula ve Cevreye Uyum” icin rulon degeri 0,874 ve Cronbach Alpha degeri 0,893 olarak bulunmustur. Test-tekrar test guvenirlik katsayilari Faktor 1 icin 0,766, Faktor 2 icin 0,780, Faktor 3 icin 0,818,  Faktor 4 icin 0,509 ve Toplam icin 0,823 olarak tespit edilmistir. Maddelerin faktor toplamina gore olusturulan ceyreklikler arasindaki farkini sorgulamak icin hesaplanan t sonuclarina gore tum maddeler icin gruplar arasinda anlamli farklilik (p<.01) oldugu bulunmustur.  Yapilan istatistiksel islemler sonrasinda 4 altboyuttan olusan “Okul Oncesi Ogretmen Adaylari Rehberlik Yeterlilikleri Olcegi”nin gecerli ve guvenilir oldugu belirlenmistir.

uluslararası i̇nsan bilimleri dergisi

Psychometric studies of pre-school teacher candidates’ guidance proficiency scale &lt;p&gt; Okul öncesi öğretmen adaylari rehberlik yeterlilikleri ölçeğinin geliştirilmesi ve psikometrik özellikleri