FARKLI SOSYO EKONOMİK ÇEVRELERDE BULUNAN OKULLARIN ETKİLİLİĞİNE İLİŞKİN ÖĞRETMENLERİN GÖRÜŞLERİ

Year 2021, , 139 - 161, 15.03.2021

Ender Kazak

https://doi.org/10.17240/aibuefd.2021.21.60703-829153

Cited By: 4

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.

Keywords

Okul etkililiği, sosyo ekonomik çevre, öğretmen

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

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.

Keywords

School effectiveness, socio-economic environment, teacher

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