FARKLI SOSYO EKONOMİK ÇEVRELERDE BULUNAN OKULLARIN ETKİLİLİĞİNE İLİŞKİN ÖĞRETMENLERİN GÖRÜŞLERİ

Year 2021, Volume: 21 Issue: 1, 139 - 161, 15.03.2021

Ender Kazak

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

Cited By: 3

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

References

• Anderson, J. B. (2008). Principals’ role and public primary schools’ effectiveness in four Latin American cities. The Elementary School Journal, 109(1), 36-60.
• Arslantaş, H. İ. & Özkan, M. (2014). Öğretmen ve yönetici gözüyle etkili okulda yönetici özelliklerinin belirlenmesi. The Journal of Academic Social Science Studies, 26, 181-193. http://dx.doi.org/10.9761/JASSS2295
• Atış, D. (2020). Okul etkililiği ve pozitif psikolojik sermaye ilişkilerine ilişkin öğretmen görüşleri [Yayımlanmamış doktora tezi]. Anadolu Üniversitesi.
• Balcı, A. (2014). Etkili okul ve okul geliştirme: Kuram uygulama ve araştırma. Pegem A Yayıncılık.
• Balyer, A. (2013). Okul müdürlerinin öğretimin kalitesi üzerindeki etkileri. Kuram ve Uygulamada Eğitim Yönetimi, 19(2), 181-214.
• Başaran, İ. E. (1982). Örgütsel davranışın yönetimi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi.
• Baştepe, İ. (2009). Etkili okulun eğitim-öğretim süreci ve ortamı boyutlarının nitelikleri. Elektronik Sosyal Bilimler Dergisi, 8(29), 76-83.
• Behlol, M. G., Akbar, R. A., & Hukamdad (2019). Investigating secondary school effectiveness: Peer-teacher relationship and pedagogical practices. Bulletin of Education and Research, 41(1), 43-55.
• Bellei, C., Morawietz, L., Valenzuela, J. P., & Vanni, X. (2019). Effective schools 10 years on: Factors and processes enabling the sustainability of school effectiveness. School Effectiveness and School Improvement, 31(2), 266-288. https://doi.org/10.1080/09243453.2019.1652191
• Bellibaş, M. S., & Gümüş, S. (2013). The impact of socio-economic status on parental involvement in Turkish primary schools: Perspective of teachers. International Journal of Progressive Education, 9(3), 178-193.
• Bennett, N., & Harris, A. (1999). Hearing truth from power? Organisation theory. School Effectiveness and School Improvement, 10(4), 533-550. https://doi.org/10.1076/sesi.10.4.533.3492
• Blair, M. (2002) Effective school leadership: The multi-ethnic context. British Journal of Sociology of Education, 23(2), 179-191. https://doi.org/10.1080/01425690220137701
• Blau, I., & Presser, O. (2013). E-Leadership of school principals: Increasing school effectiveness by a school data management system. British Journal of Educational Technology, 44(6), 1000–1011.
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2018). Bilimsel araştırma yöntemleri. Pegem Akademi.
• Caro, D. H., McDonald, J. T., & Willms, J. D. (2009). Socio‐economic status and academic achievement trajectories from childhood to adolescence. Canadian Journal of Education, 32(3), 558-589.
• Chitty, C. (1997). The school effectiveness movement: Origins, shortcomings and future possibilities. The Curriculum Journal, 8(1), 45-62. https://doi.org/10.1080/09585176.1997.11070761
• Creemers, B. P. M., & Reezigt, G. J. (1997). School effectiveness and school improvement: Sustaining links. School Effectiveness and School Improvement, 8(4), 396-429. https://doi.org/10.1080/0924345970080402
• 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.
• Çobanoğlu, F. & Badavan, Y. (2019). Başarılı okulların anahtarı: Etkili okul değişkenleri. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 26, 114-134.
• 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.
• Goldstein, H. (1997). Methods in school effectiveness research. School Effectiveness and School Improvement, 8(4), 369-395. https://doi.org/10.1080/0924345970080401
• 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.
• Levačić, R., & Glover, D. (1998). Relationship between efficient resource management and school effectiveness: Evidence from OFSTED secondary school inspections. School Effectiveness and School Improvement, 9(1), 95-122. https://doi.org/10.1080/0924345980090105
• Levine, D. U. (1990). Update on effective schools: Findings and implications from research and practice. Journal of Negro Education, 59(4), 577-584.
• Merriam, S. B. (2018). Nitel araştırma desen ve uygulama için bir rehber. (Çev. S. Turan). Nobel Yayınları.
• Miles, M. B. & Huberman, A. M. (2016). Nitel veri analizi (Çev. S. Akbaba Altun & Ali Ersoy). Pegem Akademi.
• Motale, G. T. (2014). The impact of socio-economic status on learners’ achievement at public schools in Nkangala district mpumalanga province [Unpublished master thesis]. University of South Africa.
• Msila, V. (2011). School management and the struggle for effective schools. Africa Education Review, 8(3), 434-449. https://doi.org/10.1080/18146627.2011.618650
• Muijs, D., & Reynolds, D. (2000). School effectiveness and teacher effectiveness in mathematics: Some preliminary findings from the evaluation of the mathematics enhancement programme (Primary). School Effectiveness and School Improvement, 11(3), 273-303. https://doi.org/10.1076/0924-3453(200009)11:3;1-G;FT273
• Nastiezaie, N., & Musavinejad, S. H. (2018). Predicting the effectiveness of school principals based on fiedler’s leadership model. The New Educational Review, 51(1), 184-191.
• Özgenel, M. (2020). An organizational factor predicting school effectiveness: School climate. International Journal of Psychology and Educational Studies, 7(1), 38-50. https://dx.doi.org/10.17220/ijpes.2020.01.004
• Özgenel, M., & Koç. M. H. (2020). An investigation on the relationship between teachers' occupational commitment and school effectiveness. International Journal of Eurasian Education and Culture, 5(8), 494-530.
• Papa F. J. (2007). Why do principals change schools? A multivariate analysis of principal retention. Leadership and Policy in Schools, 6(3), 267-290. https://doi.org/10.1080/15700760701263725
• Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri (Çev. Ed. M. Bütün & S. Beşir Demir). Pegem Yayınları.
• Pers, M. van der., & Helms-Lorenz, M. (2019). Regional school context and teacher characteristics explaining differences in effective teaching behaviour of beginning teachers in the Netherlands. School Effectiveness and School Improvement, 30(2), 231-254. https://doi.org/10.1080/09243453.2019.1592203
• Polatcan, M. & Cansoy, R. (2018). Türkiye’de etkili okul araştırmaları: Ampirik araştırmaların analizi. Sakarya University Journal of Education, 8(3), 8-24.
• Purkey, S., & Smith, M. (1983). Effective schools: A review. The Elementary School Journal, 83(4), 427-452.
• Reezigt, G. J., & Creemers, B. P. M. (2005). A comprehensive framework for effective school improvement. School Effectiveness and School Improvement, 16(4), 407-424. https://doi.org/10.1080/09243450500235200
• Rhodes, C., & Brundrett, M. (2009). Leadership development and school improvement. Educational Review, 61(4), 361–374.
• Scherer, R., & Nilsen, T. (2019). Closing the gaps? Differential effectiveness and accountability as a road to school improvement. School Effectiveness and School Improvement, 30(3), 255-260. https://doi.org/10.1080/09243453.2019.1623450
• Scheerens, J. (2001). Monitoring school effectiveness in developing countries. School Effectiveness and School Improvement, 12(4), 359-384. https://doi.org/10.1076/sesi.12.4.359.3447
• Sivri, H. (2019). Okul yöneticileri ile öğretmenlerinin öğrenci merkezli eğitim ilkelerini benimseme düzeyleri ve okul etkililiğine yönelik görüşleri arasındaki ilişki [Yayımlanmamış doktora tezi]. Dokuz Eylül Üniversitesi.
• Skourdoumbis, A. (2014). Teacher effectiveness: Making the difference to student achievement? British Journal of Educational Studies, 62(2), 111-126. https://doi.org/10.1080/00071005.2014.930413
• Strand, S. (2010). Do some schools narrow the gap? Differential school effectiveness by ethnicity, gender, poverty, and prior achievement. School Effectiveness and School Improvement, 21(3), 289-314. https://doi.org/10.1080/09243451003732651
• Suárez-Ortega, M., Ballesteros-Velázquez, B., & MalikLiévano, B. (2012). Educational achievement and effective schools: Examples of best practice. Intercultural Education, 23(1), 1-13. https://doi.org/10.1080/14675986.2012.664749
• Sun, H., Creemers, B. P. M., & Jong, Rob de. (2007). Contextual factors and effective school improvement. School Effectiveness and School Improvement, 18(1), 93-122. https://doi.org/10.1080/09243450601058287
• Şirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75, 417-53. https://doi.org/10.3102/00346543075003417
• Teddlie, C., Stringfield, S., & Desselle, S. (1985). Methods, history, selected findings, and recommendations from the Louisiana school effectiveness study, 1980-85. The Journal of Classroom Interaction, 20(2), 22-30. http://www.jstor.org/stable/43997874
• Thoukididou, E. (2015). Effective schools: Reality or utopia? Strategies for Policy in Science and Education, 23(2), 127-137.
• Townsend, T. (1997). What makes schools effective? A comparison between school communities in Australia and the USA. School Effectiveness and School Improvement, 8(3), 311-326. https://doi.org/10.1080/0924345970080302
• Tural, H. (2029). Okul çevre ilişkileri ve okul etkililiği arasındaki ilişki [Yayımlanmamış yüksek lisans tezi]. Ondokuz Mayıs Üniversitesi.
• Valenzuela, J. P., Bellei, B., & Allende, C. (2016). Measuring systematic long-term trajectories of school effectiveness improvement. School Effectiveness and School Improvement, 27(4), 473-491. https://doi.org/10.1080/09243453.2016.1150861
• Werf, G. van der (1997). Differences in school and ınstruction characteristics between high, average, and low effective schools. School Effectiveness and School Improvement, 8(4), 430-448. https://doi.org/10.1080/0924345970080403
• Wilson, L. (2007). Great American schools: The power of culture and passion. Educational Horizons, 86(1), 35-44.
• Yıldırım, İ., Akan, D. & Yalçın, S. (2017). Sınıf öğretmenlerinin iş doyumu ve okul etkililiği algıları arasındaki ilişki. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 19(1), 69-81.
• Yıldırım, A. & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.
• Yüner, B. & Özdemir, M. (2020). Kolektif öğretmen yeterliği ile okul etkililiği arasındaki ilişkinin öğretmen görüşlerine göre incelenmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 33(2), 389-409.
• Zamir, N. A. (2020). A review of school effectiveness theory for school improvement. International Journal of Academic Research in Business and Social Sciences, 10(3), 113–101. http://dx.doi.org/10.6007/IJARBSS/v10-i3/7028