Faculty satisfaction plays an important role in the success of distance education. At this point, the Online Instructor Satisfaction Measure (OISM) is one of the leading scales used in international literature to assess instructors' satisfaction with online teaching. This study was planned to evaluate the validity and reliability of OISM in Turkish context and was conducted two stages. Following the Turkish translation and meaning validity process, exploratory factor analysis was conducted with 253 instructors. Then, in the second stage, confirmatory factor analyses of the OISM were conducted with 227 instructors. In the first stage, five-factor structure emerged that explained 60.831% of the total variance and was similar in structure to the original form. Since the item-total score correlation values of 26 out of 27 items in the scale were high, 26 items were included in the confirmatory factor analysis. In the confirmatory factor analysis process, two reverse-loaded factors with low factor loadings and three items with cross-loadings were excluded from the scale due to their loading under multiple factors. Finally, item analyses and reliability analyses were performed on the final scale form. The final scale form consists a total of 21 items into a five-factor structure. As a result, it is thought that the Turkish form of the OISM can be a valid scale that can be used in the Turkish education culture with acceptable compliance in evaluating instructor satisfaction on distance education.
Şimşek et al. (Tue,) studied this question.