Ogelman, Hülya GülaySarac, SedaErbay, FilizKayili, GökhanKoyutürk Koçer, NazifeÖnder, Alev2025-03-232025-03-2320242687-5713https://hdl.handle.net/11486/2513This study aimed to develop and establish the validity and reliability of the Preschool Peer Aggression Scale (Teacher Form) (PPAS-TF). The study employed two distinct sample groups. The scale's factor structure was established through Principal Components Analysis on the initial group, which comprised 1106 children (F=508; M=597). The second sample group, which included 551 children (F:255; M:296) was utilized to conduct Confirmatory Factor Analysis to validate the factor structure. The scale's validity was also assessed through content and external criterion validity. For content validity, a literature review and expert consultation were employed. Convenience validity was used for criterion validity. For reliability internal consistency coefficients, item-total correlation coefficients, and correlations between the factors were examined. As a result, the 28-item PPAS-TF for 4-6-year-old children was categorized into three sub-dimensions: social aggression, physical aggression, and verbal aggression. Teachers can use this form to assess aggression levels, with each sub-dimension's score indicating the extent of that specific aggression type. Higher scores in the sub-dimensions signify a greater propensity for that type of aggression. Additionally, an overall assessment can be made using the total score. The distinctiveness of the PPAS-TF arises from its development with a Turkish sample and its incorporation of three sub-dimensions.eninfo:eu-repo/semantics/openAccessPreschoolPeer aggressionScale developmentSocial aggression.Article61304210.51535/tell.1387572https://doi.org/10.51535/tell.1387572