Araştırma Makalesi
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Ortaokul Öğrencilerinin Okula Bağlılıklarının Bir Yordayıcısı Olarak Okul İklimi

Yıl 2018, Cilt: 18 Sayı: 78, 87 - 116, 20.11.2018

Öz

Problem Durumu: Eğitim bireyin yaşamında önemli bir yere sahip olmakla
birlikte, eğitimin bireye verildiği okul ortamının özellikle okul ikliminin
öğrenci bilişsel, duyuşsal ve davranışsal kazanımlarını etkilemektedir. Okul
iklimini oluşturan bileşenlerden biri de öğrencinin okula bağlılık düzeyidir. Okula
bağlanma, öğrencinin okula, arkaladaşlarına ve öğretmenlerine yönelik
geliştirdiği davranış, duygu ve düşüncelerdir.   
Okul
ikliminin öğrenci üzerinde fiziksel, sosyal ve akademik etkisinin bulunması;
okula bağlılığın davranışsal, bilişsel ve duyuşsal etkisinin olması, bu
değişkenlerin birlikte ele alınmasını gerekli hale getirmiş ve önemini
artırmıştır. Oluşturabilecek olumlu ve pozitif bir okul iklimi, bireyin okula
bağlılık hissetmesini sağlayabilir. Kendisini okula bağlı hisseden bir öğrenci,
disiplin, devamsızlık, suça yönelme ve kötü alışkanlıklar edinme gibi olumsuz
davranışları sergilemek yerine; hedefi olan, toplumla bütünlük sağlayabilen,
başarılı ve mutlu bir birey olabilir. Bu açıdan değerlendirildiğinde ortaokul
öğrencileri tarafından algılanan okul ikliminin öğrencilerin okula
bağlılıklarını yordayıp yordamadığının belirlenmesi önemli görülmektedir. Ancak
ülkemizde okula bağlılığın önemli bir yordayıcısı olarak okul iklimi faktörünü
birlikte ele alan çalışmaların sınırlı sayıda olduğu görülmüştür. Bu bağlamda
okul ikliminin ortaokul öğrencilerinin okula bağlanma düzeylerinin bir
yordayıcısı olup olmadığını belirlemek amacıyla yapılan bu çalışmanın;
öğrencilerin okula bağlanma davranışlarını anlama, okul terki, devamsızlık,
disiplin ve istenmeyen davranışlar, düşük akademik başarı ile mücadele etme ve
bu olumsuzlukları önleme ve onlardan korunma konusunda öğretmenlere,
yöneticilere, ebeveynlere, rehberlik ve psikolojik danışmanlara bir fikir
sunacağı, okul iklimi ve okula bağlanmayı ele alan diğer çalışmalara ve okul
yaşam kalitesini değerlendirmek için katkı sağlayacağı düşünülmektedir

Araştırmanın Amacı: Bu araştırma, okul ikliminin ortaokul öğrencilerinin okula
bağlılıklarını yordayıp yordamadığını belirlemek amacıyla yapılmıştır.
Çalışmanın genel amacı doğrultusunda aşağıdaki sorulara yanıt aranmıştır.

i)          
Ortaokul
öğrencilerinin okul iklimi algıları ve okula bağlılık düzeyleri cinsiyetlerine ve
sınıf seviyelerine göre anlamlı farklılık göstermekte midir?

ii)        
Ortaokul
öğrencilerinin okul iklimi algıları ile okula bağlılık düzeyleri arasında
anlamlı bir ilişki bulunmakta mıdır?

iii)       
Ortaokul
öğrencilerinin okul iklimi algıları, okula bağlılık düzeylerini yordamakta
mıdır?

Araştırmanın Yöntemi:
Araştırmada nicel araştırma modellerinden ilişkisel tarama
modeli tercih edilmiştir. Araştırmanın evrenini, 2017-2018 eğitim-öğretim
yılında, Pendik İlçe Milli Eğitim Müdürlüğüne bağlı devlet ortaokullarında
öğrenim görmekte olan ortaokul öğrencileri oluşturmuştur. Araştırmanın örneklemi,
tabakalı örneklem yöntemi ile belirlenmiştir. Örneklemde okullar sosyo-ekonomik
olarak üst, orta ve alt gruba ayrılmıştır. Bu okullardan birer okul tesadüfi
örneklem yöntemi ile seçilmiştir. Araştırmaya belirlenen ortaokullardan 370 kız
ve 403 erkek toplam 773 ortaokul öğrencisi katılmıştır. Araştırmada veriler
Bilgi Formu, Okula Bağlanma Ölçeği ve Okul İklimi Ölçeği ile toplanmıştır.
Veriler anova, t-testi, korelasyon ve regrasyon testleri yapılarak analiz
edilmiştir.

Bulgular: Analiz sonuçlarına göre ortaokul öğrencilerinin okul iklimi
algıları ve okula bağlılık düzeyleri cinsiyetlerine ve sınıf seviyelerine göre
anlamlı farklılık göstermiştir. Okul iklimi ile ortaokul öğrencilerinin okula,
öğretmene ve arkadaşa bağlılık düzeyleri arasında pozitif ve orta düzeyde
ilişki tespit edilmiştir. Araştırmada okul ikliminin, ortaokul öğrencilerinin
okula, arkadaşa ve öğretmene bağlılık düzeylerini anlamlı bir şekilde yordadığı
sonucuna ulaşılmıştır.

Sonuç ve Öneriler: Kız öğrencilerin okul iklimine yönelik algıları, erkek
öğrencilerin okul iklimine yönelik algılarından daha olumludur. Kız
öğrencilerin okula bağlanma düzeyleri, erkek öğrencilerin okula bağlanma
düzeylerinden daha yüksektir. Öğrencilerin sınıf seviyesi yükseldikçe
öğrencilerin olumlu okul iklimi algıları ve okula bağlılık düzeyleri
azalmaktadır. Öğrencilerin okul iklimi algıları ile okula bağlılık düzeyleri
arasında orta düzeyde ve pozitif; okul iklimi ile okula bağlanma alt
boyutlarından okula bağlılık, arkadaşa bağlılık ve öğretmene bağlılık arasında
orta düzeyde ve pozitif yönde anlamlı ilişki vardır. Okul ikliminin,
öğrencilerin okula bağlanma düzeylerini, arkadaşa bağlanma düzeylerini ve
öğretmene bağlanma düzeylerini anlamlı düzeyde yordadığı görülmektedir.

















Okul iklimi konusunda belki de üzerinde durulması gereken en önemli
noktaların başında okul ikliminin eğitim çıktıları yani öğrenci kazanımlarına
etkisini belirlemektir. Bu etkinin belirlenmesi ile ikinci önemli aşama pozitif
bir okul iklimi oluşturmanın yollarını aramaktır. Pozitif ve destekleyici bir
okul iklimini algılayan öğrencilerin okula bağlılığı artarken öğrenciler daha
başarılı olabilir, okul içi ve dışı istenmeyen davranışlar daha az yaşanabilir,
öğrenciler zararlı alışkanlıklardan korunabilir, okula devam artırılabilir ve
okul terkleri azaltılabilir.

Kaynakça

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  • Aka, F. N. (2014). Okul iklimi ile ogretmen oz yeterligi iliskisine yonelik ogretmen gorusleri [Teacher's views on relationship between school climate and teacher self-efficacy] (Unpublished master thesis). Onsekiz Mart University, İnstitute of Educational Sciences, Canakkale. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Akbas, T. T. (2010). Orgutsel etik iklim, kisi-orgut uyumu, orgutsel baglilik ve orgutsel vatandaslik davranisi iliskisi; Gorgul bir arastirma [The relationship between organizational ethical climate, person-organization fit, organizational commitment and organizational citizenship behavior: An empirical research] (Unpublished Doctoral Dissertation). Gazi University, İnstitute of Social Sciences, Ankara. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Akey, T. M. (2006). School context, student attitudes and behavior, and academic achievement: An exploratory analysis. MDRC. Retrieved from https://eric.ed.gov/?id=ED489760
  • Aldridge, J. M., & McChesney, K. (2018). The relationships between school climate and adolescent mental health and wellbeing: A systematic literature review. International Journal of Educational Research, 88, 121-145. Retrieved from https://doi.org/10.1016/j.ijer.2018.01.012
  • Alparslan, N. (2016). Anne babasi bosanmis ergenlerin benlik saygisi ve okula baglilik duzeylerinin incelenmesi [The level of self-esteem and school commitmont of adolescents with divorced and non-divorced parents] (Unpublished master thesis). İstanbul Sabahattin Zaim University, İnstitute of Social Sciences. İstanbul. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Anderson, C. S. (1982). The search for school climate: A review of the research. Review of educational research, 52(3), 368-420. Retrieved from https://doi.org/10.3102/00346543052003368
  • Antony, J. M. & Mahendran, P. (2016). Relationship between organizational climate, organizational commitment and organizational citizenship behavior among college teachers. İnternational Journal of Social Science & İnterdisciplinary Research, 5(7), 81-88. Retrieved from http://indianresearchjournals.com
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School Climate as a Predictor of Secondary School Students’ School Attachment

Yıl 2018, Cilt: 18 Sayı: 78, 87 - 116, 20.11.2018

Öz

Purpose: The present research is conducted to identify whether or not school
climate is predictive of secondary school students’ attachment to school. Research Methods: In the research, a
quantitative research model, namely relational survery model, was preferred.
The research population consists of secondary school students attending public
secondary schools under the National Education Directorate of Pendik District in
2018 year. The research sample was identified by stratified sampling method. In
the sampling, the schools were divided into upper, secondary and lower groups.
One school was selected for each by random sampling method. 



From the secondary
schools identified, 773 secondary school students including 370 female and 403
male students participated in the research. Research data was collected using
an Information Form, the School Attachment Scale and School Climate Scale. Data
was analyzed by anova, t-test, correlation and regression tests. Findings: According to the analysis
results, the perception of secondary school students of school climate and
their school attachment level varied significantly based on their sex and grade
level. A positive and medium level relationship was identified between the
school climate and secondary school students’ attachment to school, teachers
and friends. Implications for Research
and Practice:
The results of the study provided that the school climate was
significantly predictive of secondary school students’ level of attachment to
school, friends and teachers.  Based on these results, the characteristics of
a positive school climate as perceived by students may be researched and a
positive school climate can be created with the cooperation of individuals
comprising the school society to improve the students’ level of attachment to
school. 

Kaynakça

  • Adelman, H., & Taylor, L. (2011a). Designing school improvement to enhance classroom climate for all students. Los Angeles: Center for Mental Health in Schools at UCLA. http://smhp.psych.ucla.edu/pdfdocs/schoolclimate.pdf
  • Adelman, H., & Taylor, L. (2011). School engagement, disengagement, learning supports, & school climate. Los Angeles: Center for Mental Health in Schools at UCLA. Retrieved from http://smhp.psych.ucla.edu/pdfdocs/schooleng.pdf
  • Aka, F. N. (2014). Okul iklimi ile ogretmen oz yeterligi iliskisine yonelik ogretmen gorusleri [Teacher's views on relationship between school climate and teacher self-efficacy] (Unpublished master thesis). Onsekiz Mart University, İnstitute of Educational Sciences, Canakkale. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Akbas, T. T. (2010). Orgutsel etik iklim, kisi-orgut uyumu, orgutsel baglilik ve orgutsel vatandaslik davranisi iliskisi; Gorgul bir arastirma [The relationship between organizational ethical climate, person-organization fit, organizational commitment and organizational citizenship behavior: An empirical research] (Unpublished Doctoral Dissertation). Gazi University, İnstitute of Social Sciences, Ankara. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Akey, T. M. (2006). School context, student attitudes and behavior, and academic achievement: An exploratory analysis. MDRC. Retrieved from https://eric.ed.gov/?id=ED489760
  • Aldridge, J. M., & McChesney, K. (2018). The relationships between school climate and adolescent mental health and wellbeing: A systematic literature review. International Journal of Educational Research, 88, 121-145. Retrieved from https://doi.org/10.1016/j.ijer.2018.01.012
  • Alparslan, N. (2016). Anne babasi bosanmis ergenlerin benlik saygisi ve okula baglilik duzeylerinin incelenmesi [The level of self-esteem and school commitmont of adolescents with divorced and non-divorced parents] (Unpublished master thesis). İstanbul Sabahattin Zaim University, İnstitute of Social Sciences. İstanbul. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Anderson, C. S. (1982). The search for school climate: A review of the research. Review of educational research, 52(3), 368-420. Retrieved from https://doi.org/10.3102/00346543052003368
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  • Arabikoglu, S. N. (2016). Okuloncesi ogretmenlerin yoneticilerin liderlik uygulamalarini degerlendirmeleriyle orgute guven ve okula baglilik duzeylerinin incelenmesi [Analysing the teachers’ views with regard to leadership practices of administrators and preschool teachers’s organization commitment and organization trust level] (Unpublished master thesis). Mehmet Akif Ersoy University, İnstitute of Educational Sciences, Burdur. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Arastamam, G. (2006). Ankara ili lise birinci sinif ogrencilerinin okula baglilik durumlarina iliskin ogrenci, ogretmen ve yoneticilerin gorusleri [The opinions of students, teachers and administrators in Ankara province in relation to freshman high school students’ school engagement] (Unpublished Master Thesis). Ankara University İnstitute of Educational Sciences, Ankara. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Bahrami, M. A., Barati, O., Ghoroghchian, M. S., Montazer-alfaraj, R., & Ezzatabadi, M. R. (2016). Role of organizational climate in organizational commitment: The case of teaching hospitals. Osong public health and research perspectives, 7(2), 96-100. Retrieved from https://doi.org/10.1016/j.phrp.2015.11.009
  • Basar, D. (2009). Calisanlarin sirket politikasi liderlik davranislari ve etik iklim algilamalari ile is tatmini ve orgutsel baglilik arasindaki iliskiler [The relationship among corporation policy, charismatic leadership, ethical climate, job satisfaction and organizational commitment] (Unpublished Master Thesis). Gebze Yuksek Teknoloji Enstitusu, İnstitute of Social Sciences, Kocaeli. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Bellici, N. (2015). Ortaokul ogrencilerinde okula baglanmanin cesitli degiskenler acisindan incelenmesi. Abant İzzet Baysal Universitesi Egitim Fakultesi Dergisi, 15(1), 48-65. Retrieved from http://efdergi.ibu.edu.tr/index.php/efdergi/article/viewFile/1668/2560
  • Berkowitz, R., İachini, A., Moore, H., Capp, G., Astor, R. A., Pitner, R., & Benbenishty, R. (2017). Oxford research encyclopedia of education. Retrieved from https://doi.org/10.1093/acrefore/9780190264093.013.89
  • Berkowitz, R., Moore, H., Astor, R. A., & Benbenishty, R. (2017). A research synthesis of the associations between socioeconomic background, inequality, school climate, and academic achievement. Review of Educational Research, 87(2), 425-469. Retrieved from https://doi.org/10.3102/0034654316669821
  • Bilgen, A. (2014). Calisanlarin etik liderlik ve etik iklim algilamalarinin orgutsel bagliliklarina etkisi: Ozel ve kamu sektorunde karsilastirmali bir uygulama [The effects of employees’ perceptions of ethical leadership and ethical climate on the organizational commitment: A comparative application on the private and the public sectors] (Unpublished Master Thesis). Bahcesehir University İnstitute of Social Sciences, İstanbul. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Black, D. S., Grenard, J. L., Sussman, S., & Rohrbach, L. A. (2010). The influence of school-based natural mentoring relationships on school attachment and subsequent adolescent risk behaviors. Health education research, 25(5), 892-902. Retrieved from https://doi.org/10.1093/her/cyq040
  • Bosworth, K., Ford, L., & Hernandaz, D. (2011). School climate factors contributing to student and faculty perceptions of safety in select Arizona schools. Journal of School Health, 81(4), 194-201. https://doi.org/10.1111/j.1746-1561.2010.00579.x
  • Bozgul, N. (2018). Stratejik ceviklik, is ozerkligi, orgutsel iletisim, orgut guvenlik iklimi, orgutsel baglilik arasindaki iliskiler ve saglik sektorunde bir arastirma [A research between strategic cycling, business autonomy, organizational communication, organization security climate, organizational legislation and health sector] (Unpublished master thesis). İstanbul Arel University, İnstitute of Social Sciences, İstanbul. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Bradshaw, Catherine P. & O’Brennan, Lindsey M. (2014). School climate. Nea Bully Free School Climate Summit Conference Proceedings. Prepared for the National Education Association.
  • Brault, M. C., Janosz, M., & Archambault, İ. (2014). Effects of school composition and school climate on teacher expectations of students: A multilevel analysis. Teaching and Teacher Education, 44, 148-159. Retrieved from https://doi.org/10.1016/j.tate.2014.08.008
  • Brown, K.M., Anfara, V.A., & Roney, K. (2004). Student achievement in high performing, suburban middle schools and low performing urban middle schools–plausible explanations for the differences. Education and Urban Society, 36(4), 428-456. Retrieved from https://doi.org/10.1177/0013124504263339
  • Can, S. (2008). İlkogretim II. Kademe ogrencilerinin okula baglilik duzeylerinin bazi degiskenlere gore incelenmesi [Examining school bonding level of secondary school student according to some variables] (Unpublished master thesis). Ege University, Institute of Social Sciences, İzmir. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Canli, S. (2016). Okul mudurlerinin ogretmenlere guvenin okul iklimine etkisi [The effects of principals’ trust in teachers on school climate] (Unpublished doctoral dissertation). İnonu University, Malatya. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/ Center for Social and Emotional Education (2010). School climate research summary. Retrieved from http://community-matters.org/downloads/SchoolClimateChangeJan2010.pdf
  • Christensen, A. C. N. (2014). Examining the relationship between affective school engagement and behavioral school engagement among black high school students: Do black racial identity attitudes make a difference? (Doctoral dissertation). The University of Wisconsin-Milwaukee. Retrieved from http://www.proquest.com/
  • Jimerson, S. R., Campos, E., & Greif, J. L. (2003). Toward an understanding of definitions and measures of school engagement and related terms. The California School Psychologist, 8(1), 7-27. Retrieved from https://doi.org/10.1007/BF03340893
  • Johnson, B., Stevens, J. J., & Zvoch, K. (2007). Teachers' perceptions of school climate: A validity study of scores from the Revised School Level Environment Questionnaire. Educational and Psychological Measurement, 67(5), 833-844. Retrieved from https://doi.org/10.1177/0013164406299102
  • Johnson, M. K., Crosnoe, R., & Elder Jr, G. H. (2001). Students' attachment and academic engagement: The role of race and ethnicity. Sociology of Education, 318-340. Retrieved from https://doi.org/10.2307/2673138
  • Kaplan, M. (2010). Otel isletmelerinde etiksel iklim ve orgutsel destek algilamalarinin orgutsel baglilik uzerindeki etkisi: Kapadokya ornegi [The effect of ethical climate and organizational support perceptions on organizational commitment in hotel businesses: The case of Cappadocia] (Unpublished doctoral dissertation). Selcuk University, İnstitute of Social Sciences, Konya. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Karasar, B., & Kapci, E. G. (2016). Examining school attachment and academic success in terms of different variables. Ankara University, Journal of Faculty of Educational Sciences, 49(1), 21. Retrieved from http://dergiler.ankara.edu.tr/dergiler/40/2128/22018.pdf
  • Kiran, E. (2017). Toplumsal cinsiyet rolleri baglaminda Turkiye’de cocuk gelinler. Balkan Journal of Social Sciences (Ozel Sayi), 1-8. Retrieved from http://hdl.handle.net/20.500.11776/2997
  • Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262-273. Retrieved from https://doi.org/10.1111/j.1746-1561.2004.tb08283.x
  • Konold, T. R., & Cornell, D. (2015). Measurement and structural relations of an authoritative school climate model: A multi-level latent variable investigation. Journal of school psychology, 53(6), 447-461. Retrieved from https://doi.org/10.1016/j.jsp.2015.09.001
  • Korkmaz, M. (2011). İlkogretim okullarinda orgutsel iklim ve orgut sagliginin orgutsel baglilik uzerindeki etkisi. Kuram ve Uygulamada Egitim Yonetimi Dergisi, 17(1), 117-139. Retrieved from http://www.kuey.net/index.php/kuey/article/view/911
  • Kosciw, J. G., Palmer, N. A., Kull, R. M., & Greytak, E. A. (2013). The effect of negative school climate on academic outcomes for LGBT youth and the role of in-school supports. Journal of School Violence, 12(1), 45-63. Retrieved from https://doi.org/10.1080/15388220.2012.732546
  • Kozina, A., Rožman, M., Perše, T. V., & Leban, T. R. (2010). The school climate asa predictor of the achievement in TİMSS advance study: A students’, teachers’ and principals’ perspective. İEA İRC, Gothenbrg, Sweden: İEA, Amsterdam. Retrieved from http://www. iea.nl/fileadmin/user_upload/İRC/İRC_2010/Papers/İRC2010_Kozina_Rozman_etal.
  • Kuperminc, G. P., Leadbeater, B. J., Emmons, C., & Blatt, S. J. (1997). Perceived school climate and difficulties in the social adjustment of middle school students. Applied Developmental Science, 1(2), 76-88. Retrieved from https://doi.org/10.1207/s1532480xads0102_2
  • Kuperminc, G. P., Leadbeater, B. J., & Blatt, S. J. (2001). School social climate and individual differences in vulnerability to psychopathology among middle school students. Journal of School Psychology, 39(2), 141-159. Retrieved from https://doi.org/10.1016/S0022-4405(01)00059-0
  • Lee, J. S. (2008). School socialization style, student engagement, and academic performance (Doctoral dissertation). The University of North Carolina at Chapel Hill. Retrieved from http://www.proquest.com/
  • Lee, S. W. (Ed.). (2005). Encyclopedia of school psychology. Sage.
  • Lee, T., Cornell, D., Gregory, A., & Fan, X. (2011). High suspension schools and dropout rates for black and white students. Education and Treatment of Children, 167-192. Retrieved from https://www.jstor.org/stable/42900581
  • Lee, E., Reynolds, K. J., Subasic, E., Bromhead, D., Lin, H., Marinov, V., & Smithson, M. (2017). Development of a dual school climate and school identification measure–student (SCASİM-St). Contemporary Educational Psychology, 49, 91-106. Retrieved from https://doi.org/10.1016/j.cedpsych.2017.01.003
  • LeCroy, C. W., & Krysik, J. (2008). Predictors of academic achievement and school attachment among Hispanic adolescents. Children & Schools, 30(4), 197-209. Retrieved from https://doi.org/10.1093/cs/30.4.197
  • Libbey, H. P. (2004). Measuring student relationships to school: Attachment, bonding, connectedness, and engagement. Journal of School Health, 74(7), 274-283. https://doi.org/10.1111/j.1746-1561.2004.tb08284.x
  • Loukas, A., Suzuki, R. & Horton, K. D. (2006). Examining School Connecyedness as a mediator of school climate effects. Journal of Research on Adolesence, 16(3), 491-502. Retrieved from https://doi.org/10.1111/j.1532-7795.2006.00504.x
  • MacNeil, A. J., Prater, D. L., & Busch, S. (2009). The effects of school culture and climate on student achievement. İnternational Journal of Leadership in Education, 12(1), 73-84. Retrieved from https://doi.org/10.1080/13603120701576241
  • Ma'amor, H., Ann, H. J., Munir, R. İ. S., & Hashim, N. (2012). The relationship between ethical climates and organizational commitment in manufacturing companies. İnternational Proceedings of Economics Development and Research, 56, 134. Retrieved from http://www.ipedr.com/vol56/027-İCOSH2012-F10042.pdf
  • Marshall, M. L. (2004). Examining school climate: defining factors and educational influences [white paper, electronic version]. Retrieved from http://education.gsu.edu/schoolsafety/
  • Martin, M. O., Mullis, İ. V., Gonzalez, E. J., & Chrostowski, S. J. (2004). Findings from İEA's Trends in İnternational Mathematics and Science Study at the Fourth and Eighth Grades. TİMSS 2003 İnternational Science Report. TİMSS & PİRLS İnternational Study Center. Retrieved from https://eric.ed.gov/?id=ED494651
  • McEvoy, A., & Welker, R. (2000). Antisocial behavior, academic failure, and school climate: A critical review. Journal of Emotional and Behavioral Disorders, 8(3), 130-140. https://doi.org/10.1177/106342660000800301
Toplam 51 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Mustafa Ozgenel Bu kişi benim

Filiz Calıskan Yılmaz Bu kişi benim

Feyza Baydar Bu kişi benim

Yayımlanma Tarihi 20 Kasım 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 18 Sayı: 78

Kaynak Göster

APA Ozgenel, M., Calıskan Yılmaz, F., & Baydar, F. (2018). School Climate as a Predictor of Secondary School Students’ School Attachment. Eurasian Journal of Educational Research, 18(78), 87-116.
AMA Ozgenel M, Calıskan Yılmaz F, Baydar F. School Climate as a Predictor of Secondary School Students’ School Attachment. Eurasian Journal of Educational Research. Kasım 2018;18(78):87-116.
Chicago Ozgenel, Mustafa, Filiz Calıskan Yılmaz, ve Feyza Baydar. “School Climate As a Predictor of Secondary School Students’ School Attachment”. Eurasian Journal of Educational Research 18, sy. 78 (Kasım 2018): 87-116.
EndNote Ozgenel M, Calıskan Yılmaz F, Baydar F (01 Kasım 2018) School Climate as a Predictor of Secondary School Students’ School Attachment. Eurasian Journal of Educational Research 18 78 87–116.
IEEE M. Ozgenel, F. Calıskan Yılmaz, ve F. Baydar, “School Climate as a Predictor of Secondary School Students’ School Attachment”, Eurasian Journal of Educational Research, c. 18, sy. 78, ss. 87–116, 2018.
ISNAD Ozgenel, Mustafa vd. “School Climate As a Predictor of Secondary School Students’ School Attachment”. Eurasian Journal of Educational Research 18/78 (Kasım 2018), 87-116.
JAMA Ozgenel M, Calıskan Yılmaz F, Baydar F. School Climate as a Predictor of Secondary School Students’ School Attachment. Eurasian Journal of Educational Research. 2018;18:87–116.
MLA Ozgenel, Mustafa vd. “School Climate As a Predictor of Secondary School Students’ School Attachment”. Eurasian Journal of Educational Research, c. 18, sy. 78, 2018, ss. 87-116.
Vancouver Ozgenel M, Calıskan Yılmaz F, Baydar F. School Climate as a Predictor of Secondary School Students’ School Attachment. Eurasian Journal of Educational Research. 2018;18(78):87-116.