Problem Statement: In order to provide equal educational opportunities for students, teachers should encourage their students to have an effective voice concerning social justice. Studies reveal that teachers face trouble when transferring from the concept of social justice as theory to social justice as practice. A scale which will be developed on social justice may enable teachers to better comprehend the process of movement from attitude to action. Moreover, examining which factors affect teachers‘ behaviors towards social justice will contribute to the arrangement of social justice studies in learning environments.
Purpose of the Study: The primary aim of the study is to analyze the psychometric characteristics of the Social Justice Scale‘s Turkish form. The secondary aim is to determine the effects of social justice attitudes, subjective norms and perceived behavioral control on behavioral intentions.
Method: The scale adaptation process was conducted with 515 participants (376 female, 139 male), and structural equation modeling was conducted with 410 (313 female, 97 male) participants. The data were collected through the Social Justice Scale. In analyzing the data, Pearson Correlation Coefficients, confirmatory factor analysis and Cronbach Alpha coefficients were utilized. The effects of social justice attitudes, subjective norms and perceived behavioral control on behavioral intentions were analyzed through structural equation modeling.
Findings and Results: Linguistic equivalence of the scale was obtained p=.00, p<.01. After confirmatory factor analysis, the fit indices ?2=671.15, df=246, ?2/df=2.72, GFI=.90, AGFI=.88 were found to be at an acceptable level; RMSEA=.05, NFI=.96, NNFI=.97, CFI=.97, SRMR=.04 indices demonstrated good fit. The internal and external consistency coefficients and corrected item-total correlations of the scale were found to be high. After the model test, the values of ?2=570.93, df=246, ?2/df=2.32, GFI=.90, AGFI=.87 showed that model data consistency was at an acceptable level; the values of RMSEA=.05, NFI=.95, NNFI=.97, CFI=.97, SRMR=.05 demonstrated a good fit.
Conclusion and Recommendations: It was determined that the Turkish form of the scale has 24 items that fall under four factors. The reliability coefficients of the scale were found to be high. It was revealed that the effects of attitudes towards social justice, perceived behavioral control and subjective norms on behavioral intentions were significant. It is concluded that the Turkish form of the scale will help measure prospective teachers‘ views about social justice and thus will contribute to filling a gap in the field. Further researches are recommended to provide evidence for the concurrent validity of the scale.
Keywords: Equality, educational opportunity, confirmatory factor analysis, teacher education