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FARKLI SOSYO EKONOMİK ÇEVRELERDE BULUNAN OKULLARIN ETKİLİLİĞİNE İLİŞKİN ÖĞRETMENLERİN GÖRÜŞLERİ

Year 2021, , 139 - 161, 15.03.2021
https://doi.org/10.17240/aibuefd.2021.21.60703-829153

Abstract

Bu çalışmanın amacı, Düzce ili merkezindeki farklı sosyo ekonomik çevrelere sahip okulların etkililiğine ilişkin öğretmen görüşlerini tespit etmeye çalışmaktır. Araştırma, durum çalışması desenlerinden bütüncül çoklu durum deseninde yürütülmüştür. Ölçüt örneklem yönteminin kullanıldığı araştırmada, okulların çevresini oluşturan velilerin sosyo ekonomik durumları ve bu okulların liselere giriş sınavından (LGS) son üç yıldaki başarı oranları esas alınmıştır. Bu bağlamda araştırmaya, ikisi düşük sosyo ekonomik çevrede (DSE); üçü ise yüksek sosyo ekonomik (YSE) çevrede bulunan ortaokullar ve bu okullarda çalışan öğretmenler dâhil edilmiştir. Araştırma verileri, yüz yüze yapılan görüşmelerle ve açık uçlu sorulardan oluşan bir görüşme formu aracılığıyla toplanmıştır. Araştırmaya katılan 13 öğretmenin görüşleri betimsel analiz ve içerik analizine tabi tutulmuştur. Araştırma sonunda, etkili okulun sahip olması gereken özellikler teması, örgütsel ve çevresel özellikler olmak üzere iki alt tema altında gruplandırılmıştır. Okulun etkililiğini sınırlayan etkenler teması, örgütsel ve çevresel etkenler olmak üzere iki alt tema altında gruplandırılmıştır. Daha sonra, her alt tema kendi içinde benzer kodlar ve farklı kodlar olmak üzere iki kategoride ele alınmıştır. Elde edilen sonuçlar bağlamında araştırmacı ve uygulayıcılara önerilerde bulunulmuştur.

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TEACHERS' VIEWS ON THE EFFECTIVENESS OF THE SCHOOLS IN DIFFERENT SOCIO-ECONOMIC ENVIRONMENTS

Year 2021, , 139 - 161, 15.03.2021
https://doi.org/10.17240/aibuefd.2021.21.60703-829153

Abstract

This study aims to determine teachers' views on the effectiveness of the schools in different socio-economic environments in the city center of Düzce. The research was conducted in a multiple holistic case study design, one of the case study designs. In the study, in which the criterion sampling was used, the parents’ socio-economic status who formed the schools' environment and the success rates of these schools in the high school entrance exam (HSEE) in the last three years were taken as a basis. In this context, the study included two schools in low socio-economic environment (LSE) and threesecondary schools in high socio-economic environment (HSE) and teachers working in these schools. 13 teachers’ views were subjected to content analysis. The data were collected through face-to-face interviews and an interview form consisting of open-ended questions. At the end of the research, the characteristics that an effective school should have are grouped under two sub-themes: organizational and environmental characteristics. The factors limiting the school effectiveness are grouped under two sub-themes as organizational and environmental factors. Then, each sub-theme was discussed in two categories as similar codes and different codes. In the context of the results, suggestions were made to researchers and practitioners.

References

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  • Çalık, T. & Tepe, N. (2019). Ortaokul öğretmenlerinin algılarına göre okul etkililiği ile kolaylaştırıcı okul yapısı ve akademik iyimserlik arasındaki ilişki. Kastamonu Education Journal, 27(4), 1471-1480.
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  • DeAngelis, C. A. (2019). Does private schooling affect international test scores? Evidence from a natural experiment. School Effectiveness and School Improvement, 30(4), 380-397. https://doi.org/10.1080/09243453.2019.1614072
  • Ferguson, H. B., Bovaird, S., & Mueller, M. P. (2007). The impact of poverty on educational outcomes for children. Paediatr Child Health, 12(8), 701-706.
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  • Gölpek, F., & Çiftçioğlu, N. (2014). Socio-economic factors in demand for higher education: Sample of Gaziantep province. International Journal of Business and Social Science, 5(1), 121-134.
  • Guldemond, H., & Bosker, R. J. (2009). School effects on students' progress–A dynamic perspective. School Effectiveness and School Improvement, 20(2), 255-268. https://doi.org/10.1080/09243450902883938
  • Hallinger, P., Bickman, L., & Davis, K. (1996). School context, principal leadership, and student reading achievement. The Elementary School Journal, 96(5), 527-549.
  • Harber, C., & Muthukrishna, N. (2000). School effectiveness and school improvement in context: The case of South Africa. School Effectiveness and School Improvement, 11(4), 421-434. https://doi.org/10.1076/sesi.11.4.421.3559
  • Harrison, Jo‐A., & Kuint, S. (1998). School culture and school effectiveness in emergencies: Lessons from Israeli experience during the gulf war. School Effectiveness and School Improvement, 9(2), 192-217. https://doi.org/10.1080/0924345980090204
  • Helvacı, M. A. & Aydoğan, İ. (2011). Etkili okul ve etkili okul müdürüne ilişkin öğretmen görüşleri. Uşak Üniversitesi Sosyal Bilimler Dergisi, 4(2), 41-60.
  • Henríquez, F., Lara, L., Mizala, A., & Repetto, A. (2012). Effective schools do exist: Low-income children's academic performance in Chile. Applied Economics Letters, 19(5), 445-451. https://doi.org/10.1080/13504851.2011.583208
  • Hippel, P. T. von (2009). Achievement, learning, and seasonal impact as measures of school effectiveness: It's better to be valid than reliable. School Effectiveness and School Improvement, 20(2), 187-213. https://doi.org/10.1080/09243450902883888
  • Hobbs, H. (2016). Explaining social class inequalities in educational achievement in the UK: Quantifying the contribution of social class differences in school ‘effectiveness’. Oxford Review of Education, 42(1), 16-35. https://doi.org/10.1080/03054985.2015.1128889
  • Hofman, R. H., Hofman, W. H. A., & Gray, J. M. (2015). Three conjectures about school effectiveness: An exploratory study. Cogent Education, 2(1), 1-13. https://doi.org/10.1080/2331186X.2015.1006977
  • Hoy, W. K. & Miskel, C. G. (2012). Eğitim yönetimi teori, araştırma ve uygulama (Çev. Ed. S. Turan, 7. Baskı). Nobel Yayınevi.
  • Jamieson, I., & Wikeley, F. (2000). Is consistency a necessary characteristic for effective schools? School Effectiveness and School Improvement, 11(4), 435-452. https://doi.org/10.1076/sesi.11.4.435.3564
  • Küçük, Ö. (2020). Okul müdürlerinin toksik liderlik davranışları ile okul etkililiği arasındaki ilişkide örgütsel sinizm ve psikolojik sermayenin aracılık etkisi [Yayımlanmamış doktora tezi]. Fırat Üniversitesi.
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There are 71 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Ender Kazak 0000-0001-5761-6330

Publication Date March 15, 2021
Submission Date November 21, 2020
Published in Issue Year 2021

Cite

APA Kazak, E. (2021). FARKLI SOSYO EKONOMİK ÇEVRELERDE BULUNAN OKULLARIN ETKİLİLİĞİNE İLİŞKİN ÖĞRETMENLERİN GÖRÜŞLERİ. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 21(1), 139-161. https://doi.org/10.17240/aibuefd.2021.21.60703-829153