Development of an attitude scale towards home education

Home-based education is an alternative educational service designed for students who are unable to benefit directly from formal educational institutions due to various health problems, disabilities, or special circumstances. This service is implemented to ensure that such students do not fall behind in their educational process when they are unable to attend school. The main objective is to protect students' right to education and to maintain the continuity of their academic development. In this way, students can continue their education in a structured and consistent manner despite their individual conditions. Home-based education practices are planned according to the individual characteristics and learning needs of each student; the instructional process is carried out face-to-face by assigned teachers in the student's home environment in accordance with the curriculum. When necessary, the learning process is supported by digital materials, online resources, and technological tools to enhance its effectiveness. This ensures uninterrupted academic progress and offers a more flexible and accessible learning experience. While enabling students to actively participate in the educational process, this model also aims to support their social and emotional development. The effective delivery of home-based education is directly related to teachers' knowledge, skills, and attitudes regarding this process. Therefore, teacher attitudes are considered a critical factor in the success of home-based education. This study aimed to develop a valid and reliable scale to measure teachers' attitudes toward home-based education services provided to students who cannot participate in formal education due to health issues. The study emphasized the importance of home-based education practices and the necessity of determining teacher attitudes for effective service delivery. Based on the experiences and opinions of teachers involved in home-based education, a 9-item attitude scale was developed. During the scale development process, a literature review was conducted, and an item pool was created based on expert opinions. To analyze the data, the Kaiser-Meyer-Olkin (KMO) test was used to assess the suitability of the data for factor analysis, followed by Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) to test the construct validity of the scale. In reliability analyses, the Cronbach's alpha coefficient was calculated, and the scale was found to have a high level of internal consistency. The results indicated that the developed 9-item scale possesses high validity and reliability. These findings suggest that the scale provides a valuable tool for measuring teachers' attitudes, which is essential for the effective implementation of home-based education services.