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The Study of the Scale to Determine Migration Expectation of Women Migrated from Turkey to Germany
Assisstant Prof. Dr. Erol Karaca
Prof. Dr. Nuray Gökçek Karaca
Professor & Assistant Professor Department of Social Work, Faculty of Health Sciences, Anadolu University, 26470 Eskisehir, Turkey
E-mail: &
Abstract: This study sought to develop a likert type scale which is valid and reliable in order to investigate the migration expectations of the migrant women. The research was carried out with 570 women migrated through marriage from Turkey to Germany, living in Cologne (172), Stuttgart (150), Bremen (109), Munich (53) ve Berlin (86), Germany, in 2012-2013. The data were collected by using a questionnaire consisting of two sections, developed by the researchers to determine migration expectations of migrant women. The first part is the form related to demographic and personal information, consisting of items about the gender, age, marital status, status, if they find their income level sufficient, if they look at the future with confidence and perceptions about being unionized. The second part includes 17 expressions related to migration expectations of migrant women on a 5-point Likert-type scale consisting of 5 choices, from 1 = Strongly Disagree to 5 = Strongly Agree. Data which were collected through that the The Migration Expectation Scale were analyzed with factor analysis by using the statistical package SPSS. The findings of the study revealed that the scale was valid and reliable.
Keywords: Migrate, Women migrant, Migration expectation and Migration expectation scale.
1. INTRODUCTION
Today, the process that has emerged out of information technology influences educational institutions and relatedly teachers who form the professional group that is mostly exposed to new conditions caused by social change. The reason is that it is obligatory to raise more qualified human beings conforming to information society, open to universal values, contributing to knowledge production and using knowledge creatively (Erçetin 2001). In the context of these developments, teachers are no longer those who only organize, manage, control the teaching and transfer students what they know but they have olso gained the feature of being guides who show the way to sources of information, who facilitate, who teach how to learn (Oğuzkan 1989; Genç 2000; Özden, 1999a). Therefore teachers who are aware of their tasks and responsibilities in future are not the people who only teach. They should be the ones who develop values, investigate, overcome the difficulties, establish, interdisciplinary relationships, question, produce, communicate and counsel. Nevertheless, research reveal that teachers and educational system in Turkey have not adapted the social change caused by information technology (Özden 1999b). As set out by a lot of research, , the most important reason for this situation is teachers’ professional problems. Teachers try to conduct their profession under difficult conditions in Turkey and it is a well known fact that these conditions are impossible to be compared with those of the developed countries in the world.
In literature it’s regarded that studies on the professional problems of teachers are limited. Nevertheless, it is seen that these studies have increased in recent years. The limited literature involving the teaching profession in Turkey, and in number the professional problems of teachers consissts of the knowledge got by means of observation, with a categorical approach and research in this field is mostly carried out by more teachers’ unions and professionals. Seferoğlu et al. (1975) have conducted a study about teachers’ professional and personal problems. In this study, it is seen that the teachers problems were categorized as ‘professional issues’, ‘personal issues’ and ‘organizational issues’. Besides, Tekışık (1987) have conducted a study about the professional problems of teachers. In this study, foregoing problems have been categorized as ‘inadequacies in teacher raising’, ‘lack of in-service training’, ‘economic difficulties’, ‘the gap in the management of teacher training’, ‘housing problems’, ‘difficulties about education of children’, ‘inadequacies of the health and resting facilities’ and ‘difficulties about their being promoted to managerial positions’.
As mentioned previously, it is seen that studies on the problems of teachers have increased recently. In this context, studies conducted by Şahan (2002) and Union of Democratic Educators, Center for Strategic Researches-DESAM (2010) are especially remarkable. According to Şahan, the problems of teachers can be categorized as ‘professional issues’, ‘social issues’, ‘economic issues’ and ‘personal issues’. The problems of teachers were categorized as ‘professional issues’, ‘economic issues’, ‘personal issues’ and ‘democratic issues’ by DESAM.
Categorically, howsoever it is known facts that teachers are exposed to very serious problems like frequent changes in education policies, inaccuracies in teacher assignments, lack of in-service training, political pressures, lack of support units to help teachers in school, non-compliance of educational environments, lack of materials and tools, and working in crowded classes. Besides all these the profession is mostly regarded to have a low-status socially, to be a more female profession, to be performed easily by every one and a low-paid profession that performers are unwilling to improve themselves.
Indeed, the economic problems in Turkey have affected the teaching profession as well as every other profession and it is observed that teachers’ wages are very low. As research in the field indicate, by the teachers do not read enough books, newspapers and magazines to improve themselves. In addition, it is revealed that burnout levels of teachers are very high (Şahan 2002; Temel 2005).
Foregoing problems show that teachers have not reached the position they deserve morally and economically. This situation which the teaching profession is in should be corrected, and solutions to problems of teachers are required to be found for future benefits of Turkey as soon as possible. No doubt, this situation requires problems of teachers to be determined relying on their own perceptions in a comprehensive manner. Yet, previously mentioned studies about the teachers' professional problems are very limited in Turkey. Also, conducted studies are based on observational assessments. Moreover, it is seen that there has been no attempt to develop a scale to investigate the perceptions of the teachers regarding their professional problems.
Considering the limited number of studies on teachers’ professional problems in Turkey, This study sought to develop a valid and reliable likert type scale in order to investigate the perceptions of the teachers about their professional problems. Perception is the process of organizing and interpreting acquired sensory information. Many other factors such as attention, learning, motivation, readiness to subject and interest affect perception (Demirel and Ün 1987). In this context, while examing the extent to which teachers perceive their Professional problems, it will also be determined to problems.
It is expected to provide a data source and to give direction to management, education, wage, promotion policies; teachers’ union and teaches’r professional associations policies; in-service training policy for the solution of teachers’ professional problems found out in this study. Also, it is hoped that it will contribute to the existing national and international literature on this subject.
2. METHOD
2.1. Participants
This study, conducted to develop a scale for the purpose of finding out professional problems of teachers is a field survey of kind of comparative relational-research model (Karasar 2000). The participants were selected randomly from six cities in Turkey in the year 2009. One hundred and sixty worked in Kütahya, thirty-eight worked in Bursa, thirty-one worked in Burdur, twenty-five worked in Ankara, five worked in Eskişehir and the remaining three worked in Balıkesir. Participants were 262 teachers working in these cities. Eighty-seven participants (33.20%) were grade teachers, fourty-seven participants (17.90%) were mathematics teachers, thirty-five participants (13.40%) were Turkish teachers, eighteen participants (6.90%) were history teachers, fifteen participants (5.70%) were chemistry teachers, twelve participants (4.60%) were English teachers, eight participants (3.10%) were physics teachers, seven participants (2.70%) were biology teachers, four participants (1.50%) were social studies teachers and the remaining 23 (9.07%) were teachers of religious culture and ethics (4), arts and crafts teachers (2), Turkish Language and Literature teacher (1), geography teachers (3), philosophy teachers (3), guidance teachers (2), physical education and sports teacher (1), computer and instruction Technologies teachers (3),electricity teacher (1) and technology and design teachers (3). One hundred and fifty-two participants (58%) were female and the remaining 110 (42%) were male. Ninety participants (35.10 %) were single, one hundred and seventy participants (64.90 %) were married. One hundred and twenty-five participants (47.70 %) have found their income level sufficient in terms of meeting basic needs, fifty-eight participants have found their income level sufficient enough for saving money, seventy-nine participants have found their income level inadequate. One hundred and ninety-six participants (74.80 %) were satisfied with the teacher, the remaining sixty six participants (25.20 %) were not satisfied with the teacher. Two hundred and six participants (78.63 %) accept themselves to be compatible to profession in terms of personal characteristics and remaining fifty six participants (21.37) view themselves as not compatible to profession in terms of personal characteristics. More than half of the participants (77.10 %), two hundred and two teachers have looked at the future with confidence. But sixty participants (22.90 %) have not looked at the future with confidence. It is seen that one hundred and eleven teachers are unionized, one hundred and fifty one teachers are not unionized. All of the participants were between ages 22 to 64. Finally, all of the teachers in the sample participated in the study voluntarily.
2.2. Data Collection
In this study, the data were collected using a questionnaire consisting of two sections, developed by Karaca to determine the teachers’ professional problems. The questionnaire consists of two sections. The first part is the form related to demographic and personal information, consisting of items about the gender, age, marital status, status, whether they are in managerial positions, the type of institution they work in, if they work in the province of teachers, their years of teaching experience, branch, income level, if they are satisfied with being a teacher, if they find their income level sufficient, if they look at the future with confidence, if they find themselves compatible with the profession in terms of personal characteristics, perceptions about being unionized. The second part includes 66 expressions related to professional problems of teachers on a 5-point Likert-type scale consisting of 5 choices, from 1 = Strongly Disagree to 5 = Strongly Agree (Turgut 1977).
In this study, it is tried to develop a valid and reliable scale in order to measure the perceptions of the teachers about their professional problems. In the first stage of the development of the scale (the Perception of Teaching Profession Problems Scale), the literature on the teaching profession and its problem was investigated. Then, the measurement instruments on the problems of the teaching profession and other professions were reviewed. Then, 112 students who attend a graduate program to get education certificate in the academic year 2009-2010 at Dumlupinar University and who will become teachers afterwards were asked to write a composition which reflects their emotions, thoughts and behavior related to teaching profession and the problems it involves. As a result of literature search and content analysis of the composition, 66 written problem expressions were obtained. In this way, the prepared scale examined by an expert in terms of language. The views of a group of teachers and specialists working in universities were taken for content validity. In line with the reported opinions, the Perception of Teaching Profession Problems Scale (PTPPS) has been given final form.
The PTPPS was administered to 274 teachers in the study group. Twelve questionnaires were omitted, because they were not filled out according to the instructions.
2.3. The Analysis of Data
The research data were analyzed with exploratory factor analysis and multi-factor confirmatory factor analysis by using the statistical package SPSS and LISREL. Factor analysis was conducted in order to check the construct validity of the scale. Factor analysis is a statistical data reduction technique used to find latent variables or factors among observed variables. In other words, if research data contain many variables, factor analysis can be used to reduce the number of variables. With factor analysis a small number of factors can be produced which are capable of explaining the observed variance in a larger number of variables. The reduced factors can also be used for further analysis (Baykul 2000; Büyüköztürk 2002). If the main purpose of a research is explore, it should be used Exploratory (EFA) Factor Analysis should be used. But if the purpose of a research is to confirm, Confirmatory Factor Analysis (CFA) should be used (Schumacker and Lomax 2004; Çokluk et al. 2010; Şimşek 2007). In practice, the factor construct of the scale is determined with EFA and CFA is applied in order to verify the determined factor construct by researchers. In this study, the factor constructs determined by using EFA were subjected to CFA.
Reliability coefficients were calculated by applying Cronbach α for each subscale, determined as a result of varimax rotation and for the whole scale.
The PTPPS is a reflective scale. The latent conceptual structures in the background is discovered by means of reflective scales. The indicators (items) are affected by latent factor in this scales. The latent factors are independent variables and define external structures. The indicators are dependent variables and define internal structures. It is suggested that the reflective scales are analysed with softwares tested the structural equation models as LISREL, AMOS EQS (Şencan 2005). In this study, LISREL statistical program was used in data analysis, because the PTPPS is a reflective scale.
2.4. Procedure
The PTPPS was administered to the teachers at the participating province within a one-week period in the spring term of the 2009-2010 academic year. The purpose of the study was explained to the teachers and they were asked to read the instructions. The teachers completed the questionnaires independently in approximately 35 minutes.
3. RESULTS
In the factor analysis, the items with a factor load value higher than .45 are considered (Büyüköztürk 2002). Having higher variance rates after factor analysis results in a stronger factor structure of the scale (Gorsuch 1974; Lee and Comrey 1979). In social sciences, the variance rates changing in the range of 40 % and 60 % are accepted as sufficient (Scherer et al. 1988). According to this criteria, items 14, 16, 17 and 19 were extracted from the scale. Twenty-four from sixty-six items to which Principal Components Analysis was applied were extracted from the scale. In other words, items 1, 2-6, 11-16, 21, 26-28, 30., 31, 36, 40-43, 51, 53, 56, 64 and 67 were extracted from the scale.