Educational Policy Analysis and Strategic Research, V16, N4, 2021

© 2021 INASED

Social Skills Scale Development Study

Emine Merve USLU 1

Çanakkale Onsekiz Mart University

Salih Zeki GENÇ 2

Çanakkale Onsekiz Mart University

Abstract

The aim of this study is to develop a scale for assessing teachers' social skill levels. A total of 1064
teachers, including 243 kindergarten teachers, 465 primary school, 67 social studies, 113 Turkish
teachers, 80 science teachers, 96 mathematics teachers, participated in the research voluntarily.
"Social Skills Scale (SSS)" consists of a 5-point Likert type consisting of 36 items. As a result of the
factor analysis varimax transformation, the scale items are collected under seven sub-dimensions and
explain 54.73% of the total variance. The sub-dimensions determined are named as: 1) Social
cohesion 2) Self-control 3) Verbal communication 4) Cooperation 5) Participation 6) Nonverbal
communication 7) Conflict resolution.

Keywords: Social Skills, Teacher, Scale Development, Validity, Reliability

DOI: 10.29329/epasr.2021.383.6

1
Lecturer, Çanakkale Onsekiz Mart Universty, Vocational School of Social Sciences, Department of Child Development,
ORCID: 0000-0001-9727-4160
Correspondence: [email protected]
2
Prof. Dr., Çanakkale Onsekiz Mart University, Faculty of Education, Department of Primary Education, ORCID: 0000-
0001-2345-6789, Email: [email protected]

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Introduction

Accepted by the society, facilitating social integration, initiating and maintaining

communication in the process of establishing positive communication and relations with people,
verbal and nonverbal communication skills, conflict resolution skills in problem and conflict
situations, self-control skills such as behavior, empathy and being open to criticism are social skills
(Riggio, 1986). In addition, social skills can also be expressed as the individual's revealing
appropriate behavior patterns in line with the goals set (Morgan, 1998).

Social skills consist of learned behaviors. It is possible for the individual to be accepted
socially and to have a positive attitude in interpersonal relations with the person's social skills. In the
social development process, it has features such as developing and changing social skills in the
changing social environment of the person, finding ways of positive interaction in interpersonal
relations, developing appropriate behavior for events and situations, and appearing with verbal and
nonverbal expressions. (Cartledge & Milburn, 1980).

It is one of the primary responsibilities of teachers to educate people who are part of the social
functioning as individuals who are compatible with the society they live in and exhibit positive
attitudes in interpersonal relations. The human power that provides social order and continuity can be
trained through education. Social integration behaviors that can be gained through education can only
be realized with teachers with advanced social skills. In addition to universal values, teachers should
not remain unfamiliar with the cultural values and social structure of the society they belong to and
should be a model in this regard (Bacanlı,1999).

Teachers are the most important people to ensure the social development of students
(Eryaman, 2007; Pavri& Monda-Amaya, 2001; Smith & Smith, 2000). Teaching social skills is one of
the skills that teachers should give students, especially starting from the pre-school period,
considering the social and individual needs of students in all educational institutions.

While teachers support the social development of students, they also gain social skills for
students. In this process, teachers become role models by demonstrating their own social skills inside
and outside of the school. In addition, they can contribute both directly and indirectly by supporting
social skills development in educational institutions, organizing appropriate activities using strategies
and methods, and creating appropriate environments that will establish a ground for the
transformation of these skills into behavior.

In teaching social skills, the teacher plays an important role in and outside the classroom with
activities that support peer interaction, collaboration, problem solving, and the development of
expression skills.

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In the studies conducted, it is seen that teachers consider social skills teaching important and
argue that social skills should be a part of the applied curriculum. Bain and Ferris (1991) include
teachers' views on the priority of social skills education and its need to be included in education
programs. In addition, studies that reveal teachers' lack of knowledge and experience in the field of
social skills are included in the literature. In their study, Cheney and Barringer (1995) included the
opinions of teachers about their individual deficiencies in the field of social skills and their
inadequacy in supporting students' social skills. There are similar studies in which teachers expressed
their deficiencies in the field of social skills (Lane & Wehby, 2002).

Teachers and families are among the most effective people who shape the social development
of students. For this reason, it is important for teachers to have high social competencies and social
skill levels individually and to grow up in dimensions that are deemed inadequate (Buchanan et al.,
2009). Starting from this point of view, it is necessary to reveal primarily the social skill levels that
teachers have individually in the process of social skill acquisition. In order to reveal teachers' social
skills levels, "Social Skills Scale", developed by the researcher, is a measurement tool, and it is
thought to contribute to the field with its features such as having up-to-date features, high validity and
reliability. Teachers whose Social Skills level is revealed with this measurement tool, realize the
dimensions they are sufficient or their deficiencies. By this means, they will be able to perform
activities to increase their social skill levels with supportive studies in the areas they lack (Pınar,
2009).

When the international literature is examined, there are measurement tools for assessing the
social skills of children and adolescents in the field of social skills, but there are no current studies to
determine the social skills of adults and especially teachers (Teague, 2014). In this context, social skill
levels can be measured with a measurement tool with high validity and reliability, which is updated
and developed to evaluate the social skills of individuals in our country. Deficiencies can be identified
and studies can be carried out to develop social skills.

Most of the measurement tools used in studies in the field of social skills in our country are
not up-to-date and there are no measurement tools that reveal the social skill levels of adults and
especially teachers. This fact reveals the importance of the measurement tool presented in the study.

Method

Descriptive survey model is used in the study. Descriptive survey, which tries to describe the
events or situations by revealing the way they exist and with quantitative or qualitative research
methods, constitutes the model of the study (Karasar, 2008). The development process of Social Skills
Scale (SSS) has been carried out by following the stages which are preparation of scale items,
conducting the content validity study of the items, performing trial application, conducting construct

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validity and reliability studies of scale items. SPSS and LISREL programs are used for validity and
reliability analysis of the study.

Sampling

It is considered appropriate that the sample size selected in scale development studies should
be between 5 and 10 times the number of items determined. The research was applied to 1064
teachers working in public schools in Çanakkale city center and its districts. There are 244 preschool
teachers, 453 classroom teachers, 111 Turkish teachers, 95 Mathematics teachers, 79 Science teachers
and 72 Social Studies teachers.

It is stated that the number of samples to be selected from the range between 5000-50000
values should be at least 381 with an allowable error limit of 0,05 (Andersan & Arsenault, 1998).
1064 teachers from six different branches were determined by stratified random sampling. In
determining the study group, it is based on the statements of Tabachnick and Fidell (2012), for factor
analysis, a sample size of 300 is good, 500 is very good, and a sample size of 1000 is excellent. A
sample size of 1000 has been reached. Random sampling without determining any probability refers
to a stratified random sample selection where there are substrates and groups in a particular
population (Pagano & Gouvreau, 1993).

A total of 1064 teachers voluntarily participated in the research, including 600 teachers in the
first stage of the study and 464 teachers in the second stage. In the tables below, there are tables
showing the sample numbers of teachers by branch, professional year and place of duty.

Table 1.Sample Numbers of Teachers According to Branches

Branch Sample
N %
Preschool Teacher 244 22.9
Classroom Teacher 463 43.5
Turkish Language 111 10.4
Social Studies 72 6.8
Sciences 79 7.4
Mathematics 95 8.9
Total 1064 100,0

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Table 2.Sample Numbers of Teachers According to Years of Professional Duty

Precedence Number of Teachers according to Years of %

Duty
1-10 years 262 24,6
10-20 years 457 43,0
+20 years 345 32,4
Total 1064 100,0

Table 3. Sample Numbers of Teachers According to Their Places of Duty

Place of Duty Number of Teachers %

Center of Çanakkale 468 44,0
Ayvacık 29 2,7
Biga 246 23,1
Gelibolu 124 11,7
Lapseki 87 8,2
Bayramiç 31 2,9
Çan 45 4,2
Yenice 34 3,2
Total 1064 100,0

Item Pool

Before the scale items appeared, the relevant literature was scanned, and Social Skills themed
studies were carried out in Turkey and abroad. The behaviors that can be defined as Social Skills were
determined and 124 items were included in the scale item pool under different sub-dimensions. The
item pool, consisting of positive and negative examples, is submitted to the expert opinion to test the
content validity. The scale is prepared in 5-point Likert type and it is scored as (1) Absolutely
Disagree, (2) Disagree, (3) Undecided, (4) Agree, (5) Completely Agree.

Expert Opinion (Content Validity)

The scale items put forward by the researchers are submitted to expert opinion in order to
evaluate the content validity. In line with the comments and suggestions of three faculty members in
the field of Educational Sciences, two lecturers in the field of assessment and evaluation and three
lecturers in the field of psychological counseling and guidance, and two teaching assistants from the
department of Turkish language, the 87-item scale are made ready for application by removing some
items from the 124-item pool.

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Factor Analysis

During the development process of the Social Skills Scale, the factor structure of the scale is
tested by Exploratory Factor Analysis and Confirmatory Factor Analysis. In the exploratory factor
analysis, in order to reveal the conceptual structure of the scale, statistical processes including scale
items are carried out in order to test items (Büyüköztürk, 2012). With Confirmatory Factor Analysis,
the goodness of fit between the data of the scale and the factor structure is examined. For that
purpose, x²/sd, AGFI, GFI, CFI, RMSEA and SRMR values are examined and evaluations are made
on how meaningful it is according to the fit index limits in the subtitle.

The draft scale created in this study was applied to 600 teachers in the first application, and
exploratory factor analysis was made on the data obtained. In accordance with the analysis results, the
final version of the scale was created with items that provide structure validity. In the second
application, the final version of the scale was applied to 464 teachers and confirmatory factor analysis
was made.

Reliability Calculation

The reliability of the scale was examined by calculating the Cronbach's Alpha reliability
coefficients of all items and sub-dimensions of the scale, and by evaluating the Cronbach's Alpha
coefficients and piece-whole correlations during the analysis of the data.

Findings

Generation of the Item Pool

In the study aiming to determine the social skill levels of teachers, social skill behavior
expressions were tried to be determined. For that reason, interviews were made with 20 teachers from
six different branches by asking open-ended questions on social skills. The related literature, national
and international studies were scanned to form the Social Skills behavior statements. Many social
skills behavior statements were determined in line with the opinions of field experts. While
determining the behavioral expressions, social skills were tried to be contextualised with all
dimensions.

The behavioral expressions revealed were reviewed in terms of content, simplicity and
understandability and necessary corrections were made. Some items were removed and 124 items
were determined. 124 items, created for the scale at the first stage, were presented to domain experts'
opinions. The number of items was reduced to 87 items in line with expert opinions and
recommendations. The Social Skills Scale (SSS) consists of two parts with 87 items related to
personal knowledge and social skills behavior. In the first stage, SSS is applied to 600 teachers who
are pre-school, classroom teachers, Turkish, Social Studies, Science and Mathematics teachers.

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Table 4. Sample Number of Teachers by Branches

Sample
Branch N %
Pre-school Teacher 149 24.8
Classroom Teachers 257 42.8
Turkish Teachers 62 10.3
Social Studies 39 6.5
Science 41 6.8
Mathematics 52 8.7
Total 600 100.0

Findings Related to the Validity of the Scale

Exploratory Factor Analysis (EFA) is used to determine the factor structure of the scale and to
examine the construct validity in this way. As a result of the Barlett test, it is determined that there is a
relationship between variables subjected to (p=0,000<0, 05) factor analysis. As it can be seen in Table
5, as a result of the test it is determined that the sample size (KMO=,60 and over) is sufficient for
factor analysis.

Table 5. KMO and Barlett’s Test

Kaiser- Meyer-Olkin Measure of Sampling Adequacy ,912

Approx. Chi Square 7513,987
Bartlett’s Test of Sphericity Df 630
Sig ,000

As a result of the transaction, it is seen that among the 36 items in the scale; 7 items have a
high load value in the first factor, 8 items receive high load value in the second factor,
each 5 items have a high load value in the third factor, the fourth factor and the fifth factor, and each 3
items receive high load values in the sixth and seventh factors. It is determined that item factor loads
of the scale items range from .47 to .84 and consist of 7 factors.

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Figure 1.Social Skills Scale (SSS) eigenvalue scree plot

Table 6. EFA Results (Factor Loads of the Items of Social Skills Scale (SSS))

PARTICIPATION
SELF CONTROL

COMMUNICATI

COMMUNICATI
COOPARATION

RESOLUTION
NONVERBAL
COHESION

CONFLICT
VERBAL
SOCIAL

ON

ON
ITEM NO

I5/1 ,69
I36/2 ,69
I69/3 ,68
I56/4 ,66
I12/5 ,64
I14/6 ,60
I7/7 ,52
I53/8 ,72
I45/9 ,69
I49/10 ,66
I51/11 ,63
I39/12 ,62
I50/13 ,59
I72/14 ,54
I86/15 ,47
I4/16 ,76
I3/17 ,73
I2/18 ,70
I1/19 ,51

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I16/20 ,49
I79/21 ,76
I66/22 ,65
I87/23 ,63
I78/24 ,60
I65/25 ,56
I80/26 ,78
I24/27 ,68
I81/28 ,64
I82/29 ,62
I23/30 ,52
I9/31 ,84
I6/32 ,82
I10/33 ,53
I43/34 ,73
I44/35 ,64
I38/36 ,58
**p<0.01

These factors explain 54.73% of the total variance. In the studies conducted in the field of
Social Sciences, it is considered sufficient if the variance values explained by the scale items are over
50% (Kara, 2010).

When the items that make up the factors are examined in detail, the relevant areas of the
factors are examined and evaluated. They are named as "Social Cohesion, Self-control, Verbal
Communication, Cooperation, Participation, Nonverbal Communication, and Conflict Resolution".

While developing the Social Skills Scale, the factor structure of the scale is examined with the
Explanatory Factor Analaysis. In the Explanatory Factor Analysis, factors are put forward by
examining the connections between variables. It aims to evaluate whether the factors created and the
variables examined in Confirmatory Factor Analysis are compatible with the data or not. Many fit
statistics are used to evaluate the validity of the model in Confirmatory Factor Analysis (CFA). The
most used of these are Chi-Square Goodress Test (x²), Goodress of Fit Index (GFI), Adjusted
Goodress of Fit Index (GFI), Rood Mean Square Residuals (RMR or RMS), and Rood Mean Square
Errors of Appsoximation (RMSA). Pearson Coefficient of Correlation is used to calculate the
correlations between scale scores.

It has been tried to determine whether there is a significant difference between the Social Skill
Levels of the teachers according to gender, seniority, branch and the location of the school by using
the necessary statistical tests. In the second phase of the study, Confirmatory Factor Analysis (CFA)
is applied to examine the compatibility of the seven-factor structure, emerging with the Explanatory

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Factor Analysis (EFA), with the data. It is determined by the confirmatory factor analysis whether the
factors created by the Exploratory Factor Analysis are compatible with the factor structures proposed
by the hypothesis or not. As a result of the CFA application, fit indexes are found as x²=1352,31
(sd=573,p<,001), (x²/sd)=2,35 RMSEA=,054, RMS/RMR=0,049 Standardized RMR=0,065 GFI=0,85
ve AGFI==,83. The coefficients of item-factor relationships calculated with CFA are shown in;

Table 7. Fit Indices of the Factor Structure of the Scale

Fit Indices Adaptive Value

CMIN/DF 2,35
GFI ,859
CFI ,875
AGFI ,836
NFI ,803
RMSEA ,054
SRMR ,0652

Figure 2. In Figure I, The relationships between the factors in the model and the items of the
factors are schematized.

Lines extending from factors to the items and values on these lines state the influence quantity
of the factors. The values on lines extending from outside to items express variance ratios that cannot
be explained by items. When the relationship coefficients between the factors and the items,

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belonging to the factors, are examined in Figure I, it is seen that the values of all items are greater
than 30 and change between 0.46 and 0.88 in Figure I. The factor loads of the items in the 'Social
Cohesion' factor are seen as 0.71-0.54- 0.72-0.66-0.69-0.68-0.46. It is seen that all the relationships
between factor and item are meaningful at 01 level.

It shows acceptable perfect fit if Chi-square statistic is x²/df <2, and shows acceptable fit if
Chi-square statistic is x²/df<3. (Kelloway, 1998) In Goodness of Fit index (GF) and Comparative Fit
Index (CFI), values of 0.90 or higher indicate acceptable fit. Root Mean Square Error OF
Approximate (RMSEA) values between 0 and 10 determine acceptable values (Bryne, 2001;
Stevens,2001).

Findings Related to the Reliability of the Scale

In order to determine the reliability of the scores, obtained with the Social Skills Scale (SSS)
so as to determine the accuracy of the measurement, Cronbach alpha internal consistency coefficient
of all scale items and sub-dimensions is examined. Alpha values, as indicated in Table 8 below, are,
87 for the whole scale. For the factors, it is seen that they take values between, 50 and, 84. Having a
value higher than 30, item-total correlations show that the reliability of the scale items is high
(Büyüköztürk, 2012). As a result of the findings, it is concluded that the internal consistency
coefficients of the scale items and factors are sufficient, and coherent measurements are made.

Table 8. Social Skills Scale (SSS) Internal Consistency Levels

Factors Item Number Cronbach’s alfa

Social Cohesion 7 ,840
Self-control 8 ,829
Verbal Communication 5 ,767
Cooperation 5 ,718
Participation 5 ,767
Nonverbal Communication 3 ,719
Conflict 3 ,502

Conclusion, Discussion And Recommendation

Since the desired value is specified as 1 in the KMO test, values close to this value are
accepted as very good values. The achieved values should not be less than 0.50 (Tavşancıl, 2019).
The KMO value of 0.912 obtained in the study shows that the data set is an excellent value for factor
analysis. The value found as a result of the Bartlett test analysis was found to be significant (p˂0.01).
It was determined that the correlation between variables, which determines the suitability of the data
set for factor analysis, is at a high level (Büyüköztürk et al., 2008).

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The factor number of the scale was determined and factor analysis was repeated. The item
factor load values of the factors were examined. The item factor loading value is required to be 0.45
and higher (Tabachnick & Fidell, 2012). Accordingly, an item which the factor loading value is under
(0.45) was removed from the scale.

A measurement tool with high validity and reliability is developed so as to determine the
social skill levels of teachers. 87 items in the item pool are applied. As a result of the evaluation of the
obtained data by Exploratory Factor Analysis, items with factor loads below, 30 are removed from the
scale. The 36-item scale is made ready to be applied in its final form. It is determined that 7 of the
scale items have high load value on the first factor, 8 items have high load value on the second factor,
and 5 items have high load value on the third, fourth and fifth factor, and 3 items have high load
values on the sixth and seventh factors. Factor load values of scale items are expressed as, 60 and
above as high, and, 30-50 as medium level (Kline, 2000). It is stated that a factor load value of 45 and
above is a good measure. With the 36-item scale developed by Tabachnick and Fidell (2012), it is
determined that the factor load values of the items take a good level. To determine the reliability of
the scale, Cronbach's alpha reliability coefficients for all scales and dimensions were calculated. The
reliability coefficient for the whole scale was found to be 0.87.

It was determined that 7 factors in the scale clarified 54.73% of the total variance. According
to Büyüköztürk (2012), it should explain at least 30% of the total variance. In a scale with more than
one factor, scale items should be able to explain 40% to 60% of the total variance (Çokluk et al.,
2010). The factor loading values of the items in the scale vary between 0.47 to 0.84. If these values
are significant, it means that there is a significant relationship between the observed and latent
variables.

In the scale, there are seven items measuring the sub-dimension of social adaptation which
can be expressed as social skills behavior indicators, 8 items measuring the dimension of 'self-
control', 5 items measuring the dimension of 'Verbal Communication', 5 items measuring the
dimension of 'Collaboration', 5 items measuring the 'Participation' sub-dimension, 3 items measuring
the 'Nonverbal Communication' sub-dimension, 3 items measuring the 'Conflict Resolution' sub-
dimension. In the study, it is concluded that the Social Skills Scale (SSS) consisting of 36 items and 7
sub-dimensions is a valid and reliable measurement tool for measuring the social skill levels of
teachers.

Teachers who have the responsibility of being role models for students should have all the
skills that should be gained to students through education. Therefore, they should have social skills
especially themselves. It is very important for the new generation to make these gained skills a part of
their own lives and the lives of students. In the literature, there are researches that measure and
improve the Social Skills Levels of university students, pre-school, middle school and secondary

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school education students (Fischer, 2004; Simons, et al., 1991; Humprey, et al., 2011; Seven ve
Yoldaş, 2007; Phillipsen, et al., 1999; Aktı, 2011; Dicle, 2006). Program development studies to
increase their social skill levels like (Durualp & Aral, 2010; Denham & Burton, 2003).

For example; Yalçın (2002), emphasizes the importance of social skill behavior in preschool
in his study, in which he examines the Social Skills levels of preschool teachers, and focuses on the
effect of social skill levels of teachers on the social skill acquisition process (Liman, 2017). However,
studies evaluating the social skill levels of teachers are not taken place enough in the field. In the
literature, there are more studies on students' social skills. Studies examining teachers' social skills
and social skill behaviors are Uçar (2010), Winemiller (2006), Kara (2003), Hamarta (2009), Kılıç
(2019), Warga (1996), Tepeli and Arı (2011), Novak, et al., (2016).

Before doing social skills training activities, it is necessary to make a diagnosis in order to
determine their characteristics. However, as a result of these evaluations, realistic goals can be formed
regarding what the person will learn in the future (Bacanlı, 1999; Goodwin, 1999; Gresham &Elliot,
2008; Kelly, 2017; Merrel & Gimpel, 1998; Strain & Odom, 1986).

The limitations of the application of the measurement tool, the subjective answers to the
questions while answering the scale questions, the effects of perceptions and emotions on the answers
given, affect these scales, which are used to convert them into numerical data and cause some errors
(Avcıoğlu, 2007; Özgüven, 1994).

The most important result of the research is the development of a domestic measurement tool
that can measure the social skill level of adults A new scale based on teacher evaluation has been
added to the literature. It is thought that this scale, which was developed due to the lack of a scale for
adults in the field of social skills, will encourage other scale development studies for the area. It is
thought that the scale, which is an up-to-date measurement tool with high validity, reliability and
developed to reveal the social skill levels of teachers, different from the social skill levels of students
especially in this field, will contribute to the field.

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APPENDIX: Social Skills Scale (SSS) Sample Items

1. English Version

Absolutely Disagree

Completely Agree
SOCIAL SKILLS SCALE (SSS)

Undecided
Disagree

Agree
3) I am good at managing group discussions. ( ( ( ( (

14) When I encounter a problematic situation, I find a solution ( ( ( ( (

by thinking about the problem from different perspectives.
20) I have difficulties in expressing my feelings. ( ( ( ( (

23) I avoid sharing information about my field. ( ( ( ( (

29) I participate in various activities outside of school with my ( ( ( ( (

students.
31) I make eye contact while talking about a topic about myself. ( ( ( ( (

36) In the face of conflict, I submit to the situation and try to ( ( ( ( (

adapt.

2. Turkish Version
Orta Düzey Katılıyorum

Tamamen Katılıyorum
Hiç Katılmıyorum

Katılmıyorum

Sosyal Beceri Ölçeği (SBÖ)

Katılıyorum

3) Grup tartışmalarını yönetmede başarılıyım. (

14) Problem teşkil eden bir durum ile karşılaştığımda problemi
farklı açılardan düşünerek çözüm üretirim
20) Duygularımı ifade ederken zorlanırım.

23) Alanıma dair bilgi paylaşımından kaçınırım. ( ( (

29) Öğrencilerimle okul dışında çeşitli etkinliklere katılırım.

31) Kendim ile ilgili bir konudan bahsederken göz teması kurarım

36) Çatışma karşısında duruma boyun eğerim ve uyum sağlamaya

çalışırım.

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