Determination and Interpretation of the Norm Values of PreSchool Social Skills Rating Scale Teacher Form
Esra Omeroglu
Gazi Faculty of Education, Gazi University, Ankara TurkeySener Buyukozturk
Faculty of Education, Hasan Kalyoncu University, Gaziantep TurkeyYasemin Aydogan
Faculty of Education, Abant İzzet Baysal University, Bolu TurkeyMehtap Cakan
Gazi Faculty of Education, Gazi University, Ankara TurkeyEbru Kilic Cakmak
Gazi Faculty of Education, Gazi University, Ankara TurkeyArzu Ozyurek
Health High School , Karabük University, Karabük TurkeyGulumser Gultekin Akduman
Gazi Faculty of Education, Gazi University, Ankara TurkeyYunus Gunindi
Faculty of Education, Aksaray University, Aksaray TurkeyOmer Kutlu
Faculty of Educational Sciences, Ankara University, Ankara TurkeyAysel Coban
Faculty of Education, Hacettepe University, Ankara TurkeyHakan Kogar
Faculty of Education, Başkent University, Bağlıca Kampusü Eskişehir Yolu 20. Km. Ankara 06530 TurkeySeda Karayol
Faculty of Education, Muğla Sıtkı Koçman University, Muğla TurkeyOzlem Yurt
Fatih Faculty of Education, Karadeniz Technical University, Trabzon TurkeyAbstract
This study aimed to determine and interpret norms of the Preschool Social Skills Rating Scale (PSSRS) teacher form. The sample included 224 independent preschools and 169 primary schools. The schools are distributed among 48 provinces and 3324 children were included. Data were obtained from the PSSRS teacher form. The validity and reliability evidence was re-obtained from the norm sample, and it was concluded that the sample preserved the structure comprising 4 factors and 49 items. The alpha coefficient obtained from the PSSRS for the whole norm sample was determined at 0.96. PSSRS norm values were obtained for four factors and the total scale at each age. Children’s social development skills are interpreted in accordance with the percentile norms pie charts, which include the total scores from the full scale score and sub-scales. Findings obtained with regard to the validity and reliability of PSSRS scores indicated that the scale can be used as an auxiliary tool in determining children’s social skill levels. Consequently, children’s PSSRS scores should be recorded and compared to future results, and the degree of improvement should be assessed. Furthermore, each child should be evaluated individually. It is important to consider children’s ages and other developmental characteristics when interpreting the results of the scale.