How Does School Climate Differ in Different School Types?

Year 2022, Volume: 9 Issue: 2, 193 - 206, 31.07.2022

Zeynep Kaya Aybek Başak Ercan Engin Güven Rıza Salar

Abstract

This study aims at comparing the climate of different schools where students are classified according to their academic achievement. PISA 2018 Turkey data set was used in the study. Of the eleven variables that predict the school climate, eight variables from the student questionnaire and three variables from the administrator's questionnaire were used in the analysis. Multivariate analysis of variance MANOVA was utilised to determine the relationship between school stratification and the variables that determine the school climate. According to the findings, in schools where students are accepted via central examination, it was seen that peer bullying is less experienced, a more positive climate concerning disciplinary problems in Turkish lessons is observed, the competitive environment throughout the school is high, and family participation is higher. In addition, although the sense of belonging of the students to the school in the two school categories was not significantly different from each other, it was revealed that the average index scores of the students were below the OECD scores. Based on these findings, educational policy recommendations were put forward.

Keywords

School climate, school stratification, equity, PISA 2018

Farklı Okul Türlerinde Okul İklimi Nasıl Değişmektedir?

Abstract

Bu çalışmada akademik başarıya göre farklı okullara sınıflandırılan öğrencilerin bulunduğu okulların iklimlerini karşılaştırmak amaçlanmaktadır. Çalışmada 2018 yılında uygulanan PISA Türkiye veri seti kullanılmıştır. Okul iklimini yordayan on bir adet değişkenden sekiz değişken öğrenci anketinden, üç değişken ise yönetici anketinden analize tabi tutulmuştur. Okul katmanlaştırmanın okul iklimini belirleyen değişkenler ile ilişkisini tespit etmek amacıyla çok değişkenli varyans analizi MANOVA kullanılmıştır. Elde edilen bulgulara göre merkezi sınav ile öğrenci alan okullarda akran zorbalığının daha az yaşandığı, Türkçe dersindeki sınıf disiplin ortamının daha olumlu olduğu, okuldaki rekabet ortamının yüksek olduğu, ve aile katılımının daha yüksek olduğu görülmüştür. Ayrıca iki okul kategorisinde öğrencinin okula aidiyet duygusu anlamlı olarak birbirinden farklı olmamakla birlikte öğrencilerin ortalama indeks puanlarının OECD puanlarının altında olduğu ortaya çıkmıştır. Elde edilen bulgulardan yola çıkılarak eğitim politika önerileri getirilmiştir.

Keywords

Okul İklimi, Okul Katmanlaştırma, Eşitlik, PISA 2018

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