The Validity and Reliability Study of the Turkish Form of Physical Education Marginalization and Isolation Scale (PE-MAIS)

This study aims to conduct the validation and reliability study of the Turkish form of PE-MAIS that is developed to assess the isolation and marginalization perceptions of physical education (PE) teachers. 211 physical education and sports teachers working at different education stages participated in the study. Of the participants, 24.6% were females (n=52), 75.4% were males (n=159). The age mean of the teachers was found to be 39.69±11.38. It was found that the teachers had teaching experiences for 15.90±13.28 years on average. PE-MAIS, developed by Gaudreault, Richards, and Woods (2017), was used to collect data. The original scale was translated into Turkish by using the back-translation method. Data were analyzed in SPSS by using Exploratory Factor Analysis (EFA) and in AMOS by using Confirmatory Factor Analysis (CFA). The factor structure was tested with EFA while the two-factor model was tested with CFA. The internal consistency coefficient was calculated with Cronbach’s alpha value. Both EFA and CFA results revealed that the Turkish form of the scale was two-dimensional similar to the original. According to EFA results, it was found that the two-factor structure explained 51% of the total variances. The factor loadings were between .63 and .72. The CFA results showed that the two-factor model had acceptable fit indices. Consequently, it can be said that the Turkish form of PE-MAIS is a valid and reliable scale that can measure marginalization and isolation physical education and sports teachers feel in their instruction environment