Adanaş, ErtanCelik, Sehnaz Nigar2026-04-022026-04-0220252718-1022https://hdl.handle.net/123456789/30080https://search.trdizin.gov.tr/en/yayin/detay/1360355In this study, it is aimed to develop a scale that enables teachers to evaluate the Turkish education system through the lens of critical pedagogy principles and to use this scale to assess the system accordingly. A secondary objective of the research is to examine whether teachers' evaluations differ based on factors such as educational attainment and years of professional experience. The study employs a descriptive survey design, and data were collected during the 2023–2024 academic year from teachers working in public and private primary, secondary, and high schools located in the central districts of Van province. A non-probability, purposive sampling method was used to select participants. Within the scope of the study, a “Critical Pedagogy Scale” was developed. During the pilot phase, the scale was administered to 215 teachers, while in the final implementation, it was administered to 615 teachers. As part of the validity studies, an exploratory factor analysis was conducted, yielding a three-factor structure. Confirmatory factor analysis confirmed that the three-factor structure demonstrated good model fit indices. For reliability, item analysis was conducted, and Cronbach’s alpha as well as test-retest reliability coefficients were calculated. The findings indicated that the scale possesses acceptable levels of reliability and validity. Based on the data obtained from the developed scale, it was found that teachers with postgraduate degrees and those with longer professional experience perceived the Turkish education system as being less aligned with critical pedagogy principles compared to their counterparts with only undergraduate degrees and fewer years of experience. Overall, teachers evaluated the Turkish education system as moderately aligned with the principles of critical pedagogy. Postgraduate and more experienced teachers were more critical of the system’s adherence to these pedagogical principles.eninfo:eu-repo/semantics/openAccessEğitim, Eğitim AraştırmalarıArticle