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The Effect of Value Climate and Trust in the School Principal on Students' Well-Being

Year 2022, Volume: 55 Issue: 55, 351 - 364, 29.01.2022
https://doi.org/10.15285/maruaebd.1017914

Abstract

In the well-being of the students; teachers, families, schools, environment, cultures, value climate and leader are important factors. It is necessary to know how much these factors affect students' well-being. In this study, the assumption tested is the effect which value climate and the students’ trust in the school principal has on the students’ well-being. Firstly, the Well-Being Model (WBM) is proposed. In this study a quantitative measurement method called correlational pattern model is used. A sample of 256 is included in this model which uses structural equation model and path analysis. The data were collected using the scale of EPOCH (Measure of Adolescent Well-Being), scale of Positive Values (PVS) and the scale of Trust in Principal. For the first stage of the Structural Equation Model (SEM), which is the measurement model, CFA was performed. Then, structural equation is constructed for (WBM) via latent variables and four hypotheses were tested. Compliance indexes showed that WBM was compatible with the data. When the model is examined, the value climate of the school positively and strongly predicts the well-being of the students. The predictive power of the trust in the school principal, however, turned out to be weak. Value climate at school positively affects students' well-being. However, poor trust in the principal has a negative effect on well-being.

References

  • Akbaş, O. (2008). Değer eğitimi akımlarına genel bir bakış. Değerler Eğitimi Dergisi, 6(16), 9-27.
  • Casas, F. (2011). Subjective social indicators and child and adolescent well-being. Child Indicators Research, 4(4), 555-575. https://doi.org/10.1007/s12187-010-9093-z
  • Christofferson, R. D., & Callahan, K. (2015). Positive behavior support in schools (PBSIS): An administrative perspective on the implementation of a comprehensive school-wide intervention in an urban charter school. Education Leadership Review of Doctoral Research, 2(2), 35-49.
  • Christophersen, K.-A., Elstad, E., & Turmo, A. (2012). Antecedents of teachers tostering effort within two different management regimes: An assessment-based accountability regime and regime without external pressure on results. International Journal of Education Policy Leadership Quarterly, 7(6), 1-14.
  • Csikszentmihalyi, M. (1997). Finding flow: The psychology of engagement with everyday life. Basic Books.
  • Demirci, İ., & Ekşi, F. (2015). Ergenler için beş boyutlu iyi oluş modeli: EPOCH ölçeği’nin Türkçe formunun geçerliği ve güvenirliği. Gençlik Araştırmaları Dergisi, 3(3), 9-30.
  • Dessel, A. (2010). Prejudice in schools: Promotion of an inclusive culture and climate. Education Urban Society, 42(4), 407-429. https://doi.org/10.1177/0013124510361852
  • Doğan, S. (2012). Lise öğrencilerinin okul iklimi algıları. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 2012(10), 55-92. https://doi.org/10.14520/adyusbd.286
  • DomíNguez, A., Saenz-De-Navarrete, J., De-Marcos, L., FernáNdez-Sanz, L., PagéS, C., & MartíNez-HerráIz, J.-J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers Education as Change, 63, 380-392. https://doi.org/10.1016/j.compedu.2012.12.020
  • Donnelly, C. (1999). School ethos and governor relationships. School Leadership Management, 19(2), 223-239. https://doi.org/10.1080/13632439969258
  • Dursun, Y., & Kocagöz, E. (2010). Yapisal eşitlik modellemesi ve regresyon: Karşılaştırmalı bir analiz. Erciyes Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi (35), 1-17.
  • Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends' values to academic motivation among urban adolescent students. The Journal of Experimental Education, 62(1), 60-71. https://doi.org/10.1080/00220973.1993.9943831
  • Hofstede, G. (1998). Attitudes, values and organizational culture: Disentangling the concepts. Organization studies, 19(3), 477-493.
  • Huang, F. L., & Cornell, D. G. (2016). Using multilevel factor analysis with clustered data: investigating the factor structure of the positive values scale. Journal of Psychoeducational Assessment, 34(1), 3-14. https://doi.org/10.1177/0734282915570278
  • Johnson, R. B., & Christensen, L. (2019). Educational research: Quantitative, qualitative, and mixed approaches (9 ed.). Sage Publications.
  • Kaso, N., Mariani, M., Ilham, D., Firman, F., Aswar, N., & Iksan, M. (2021). The Principal's leadership: How to improve the quality of teaching and learning process in state junior high school of luwu. Jurnal Ad'ministrare, 8(1), 49-58. doi:10.26858/ja.v8i1.19126
  • Kern, M. L., Waters, L. E., Adler, A., & White, M. A. (2015). A multidimensional approach to measuring well-being in students: application of the PERMA Framework. The journal of positive psychology, 10(3), 262-271. https://doi.org/10.1080/17439760.2014.936962
  • Love, J. (2004). The trust process in organizations: Empirical studies of the determinants and the process of trust development. Oxford University Press Oxford, UK.
  • Mayer, R. C., Davis, J. H., & Schoorman, F. D. (1995). An integrative model of organizational trust. Academy of management review, 20(3), 709-734. https://doi.org/10.5465/amr.2007.24348410
  • Özdaşlı, K., & Yücel, S. (2010). Yöneticiye bağlilikta yöneticiye güvenin rtkisi: Yapisal eşitlik modeli ile bir analiz. Süleyman Demirel Üniversitesi Sosyal Bilimler Enstitüsü Dergisi (11), 67-83.
  • Özer, A., & Atik, S. (2014). Ortaokul ve lise öğrencilerinin okul müdürlerine güven düzeylerinin incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 15(3), 87-106.
  • Özer, N., Dönmez, B., & Atik, S. (2016). Ortaokul ve lise öğrencilerinin okul müdürüne ve öğretmenlere güven düzeylerinin incelenmesi. Cumhuriyet Üniversitesi Edebiyat Fakültesi Sosyal Bilimler Dergisi, 40(1), 259-280.
  • Raykov, T., & Marcoulides, G. A. (2012). A first course in structural equation modeling. Routledge.
  • Robbins, S. P., & Judge, T. A. (2017). Organizational behavior. Pearson.
  • Rowe, F., & Stewart, D. (2009). Promoting connectedness through whole-school approaches: A qualitative study. Health Education, 109(5), 396-413.
  • Rowe, F., Stewart, D., & Patterson, C. (2007). Promoting school connectedness through whole school approaches. Health Education, 107(6), 524-542.
  • Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual review of psychology, 52(1), 141-166.
  • Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of personality social Psychology of Education, 57(6), 1069. https://doi.org/10.1037/0022-3514.57.6.1069
  • Sari, M. (2015). Adaptation of the psychological sense of school membership scale to turkish. Global Journal of Human-Social Science Research, 15(7).
  • Seligman, M. E. (2011). Flourish: A new understanding of happiness and well-being and how to achieve them. Simon and Schuster.
  • Taboli, H., & Abdollahzadeh, S. J. I. B. M. (2016). The mediating role of trust in supervisor and professional ethics in the relationship between spiritual leadership and organizational virtuousness (Case Study: Document Registration Organization at Kerman City). International Business Management, 10(11), 2214-2221.
  • Terzi, R., Gocen, A., & Kaya, A. (2020). Spiritual leaders for building trust in the school context. Eurasian Journal of Educational Research, 20(86), 135-156.
  • Tomer, A. (2003). A short history of structural equation models, structural equation modeling: Applications in ecological evolutionary biology. Cambridge University Press.
  • Tschannen-Moran, M., & Hoy, W. K. (2000). A multidisciplinary analysis of the nature, meaning, and measurement of trust. Review of Educational Research, 70(4), 547-593. https://doi.org/10.3102/00346543070004547
  • Weston, R., & Gore Jr, P. A. (2006). A brief guide to structural equation modeling. The Counseling Psychologist
  • Xu, S., & Law, W.-W. (2015). School Leadership and Citizenship Education: The Experiences and Struggles of School Party Secretaries in China. Educational Research for Policy and Practice, 14(1), 33-51.

Değer İklimi ve Okul Müdürüne Güvenin Öğrencilerin İyi Olma Haline Etkisi

Year 2022, Volume: 55 Issue: 55, 351 - 364, 29.01.2022
https://doi.org/10.15285/maruaebd.1017914

Abstract

Öğrencilerin iyi oluşlarında; öğretmen, aile, okul, çevre ve kültürler arası farklılaşma önemli faktörlerdir. Bununla birlikte okullarda değer iklimi ve lider gibi iki önemli faktör vardır. Bu faktörlerin öğrencilerin iyi olma durumları üzerinde ne kadar etkili olduğunun bilinmesine ihtiyaç vardır. Bu çalışmada değer iklimi ve okul müdürüne duyulan güvenin öğrencilerin iyi oluş durumlarına etkili olma durumu araştırılmıştır. Sonuçlara bağlı olarak okullar gerekli tedbirleri almalıdır. Öncelikli olarak İyi Oluş Modeli (İOM) ileri sürülmüştür. Bu çalışmada korelasyonel model adı verilen nicel ölçüm yöntemi kullanılmıştır. Yapısal eşitlik modeli (YEM), yol analizi (PATH) kullanılan bu modelde 256 örneklem yer almıştır. Araştırmada üç ölçme aracı kullanılmıştır. Tüm ölçeklere, YEM in ilk aşaması olan ölçme modeli için DFA yapılmış veri ile orijinal ölçek yapısının uygunluğu test edilmiştir. Daha sonra gizil değişkenler ile İOM için yapısal eşitlik oluşturulmuş ve dört hipotez test edilmiştir. Bu hipotezler doğrultusunda öğrencilerin değer iklimi ve okul müdürüne duyulan güvenin öğrencilerin iyi olma durumlarını yordama gücü test edilmiştir. Kabul edilebilir düzeyde olan uyum indeksleri İOM modelinin verilerle uyumlu olduğunu ortaya koymuştur. Model incelendiğinde okulun değer ikliminin öğrencilerin iyi olma durumlarını pozitif ve kuvvetli bir şekilde yordadığı görülmüştür. Araştırma sonuçlarına göre, okullardaki değer ortamları öğrencilerin iyi oluşlarını doğrudan etkilemektedir. Öğrencilerin bireysel sorumluluklarını yerine getirmeleri okulun değer iklimini olumlu yönde etkiler.

References

  • Akbaş, O. (2008). Değer eğitimi akımlarına genel bir bakış. Değerler Eğitimi Dergisi, 6(16), 9-27.
  • Casas, F. (2011). Subjective social indicators and child and adolescent well-being. Child Indicators Research, 4(4), 555-575. https://doi.org/10.1007/s12187-010-9093-z
  • Christofferson, R. D., & Callahan, K. (2015). Positive behavior support in schools (PBSIS): An administrative perspective on the implementation of a comprehensive school-wide intervention in an urban charter school. Education Leadership Review of Doctoral Research, 2(2), 35-49.
  • Christophersen, K.-A., Elstad, E., & Turmo, A. (2012). Antecedents of teachers tostering effort within two different management regimes: An assessment-based accountability regime and regime without external pressure on results. International Journal of Education Policy Leadership Quarterly, 7(6), 1-14.
  • Csikszentmihalyi, M. (1997). Finding flow: The psychology of engagement with everyday life. Basic Books.
  • Demirci, İ., & Ekşi, F. (2015). Ergenler için beş boyutlu iyi oluş modeli: EPOCH ölçeği’nin Türkçe formunun geçerliği ve güvenirliği. Gençlik Araştırmaları Dergisi, 3(3), 9-30.
  • Dessel, A. (2010). Prejudice in schools: Promotion of an inclusive culture and climate. Education Urban Society, 42(4), 407-429. https://doi.org/10.1177/0013124510361852
  • Doğan, S. (2012). Lise öğrencilerinin okul iklimi algıları. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 2012(10), 55-92. https://doi.org/10.14520/adyusbd.286
  • DomíNguez, A., Saenz-De-Navarrete, J., De-Marcos, L., FernáNdez-Sanz, L., PagéS, C., & MartíNez-HerráIz, J.-J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers Education as Change, 63, 380-392. https://doi.org/10.1016/j.compedu.2012.12.020
  • Donnelly, C. (1999). School ethos and governor relationships. School Leadership Management, 19(2), 223-239. https://doi.org/10.1080/13632439969258
  • Dursun, Y., & Kocagöz, E. (2010). Yapisal eşitlik modellemesi ve regresyon: Karşılaştırmalı bir analiz. Erciyes Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi (35), 1-17.
  • Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends' values to academic motivation among urban adolescent students. The Journal of Experimental Education, 62(1), 60-71. https://doi.org/10.1080/00220973.1993.9943831
  • Hofstede, G. (1998). Attitudes, values and organizational culture: Disentangling the concepts. Organization studies, 19(3), 477-493.
  • Huang, F. L., & Cornell, D. G. (2016). Using multilevel factor analysis with clustered data: investigating the factor structure of the positive values scale. Journal of Psychoeducational Assessment, 34(1), 3-14. https://doi.org/10.1177/0734282915570278
  • Johnson, R. B., & Christensen, L. (2019). Educational research: Quantitative, qualitative, and mixed approaches (9 ed.). Sage Publications.
  • Kaso, N., Mariani, M., Ilham, D., Firman, F., Aswar, N., & Iksan, M. (2021). The Principal's leadership: How to improve the quality of teaching and learning process in state junior high school of luwu. Jurnal Ad'ministrare, 8(1), 49-58. doi:10.26858/ja.v8i1.19126
  • Kern, M. L., Waters, L. E., Adler, A., & White, M. A. (2015). A multidimensional approach to measuring well-being in students: application of the PERMA Framework. The journal of positive psychology, 10(3), 262-271. https://doi.org/10.1080/17439760.2014.936962
  • Love, J. (2004). The trust process in organizations: Empirical studies of the determinants and the process of trust development. Oxford University Press Oxford, UK.
  • Mayer, R. C., Davis, J. H., & Schoorman, F. D. (1995). An integrative model of organizational trust. Academy of management review, 20(3), 709-734. https://doi.org/10.5465/amr.2007.24348410
  • Özdaşlı, K., & Yücel, S. (2010). Yöneticiye bağlilikta yöneticiye güvenin rtkisi: Yapisal eşitlik modeli ile bir analiz. Süleyman Demirel Üniversitesi Sosyal Bilimler Enstitüsü Dergisi (11), 67-83.
  • Özer, A., & Atik, S. (2014). Ortaokul ve lise öğrencilerinin okul müdürlerine güven düzeylerinin incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 15(3), 87-106.
  • Özer, N., Dönmez, B., & Atik, S. (2016). Ortaokul ve lise öğrencilerinin okul müdürüne ve öğretmenlere güven düzeylerinin incelenmesi. Cumhuriyet Üniversitesi Edebiyat Fakültesi Sosyal Bilimler Dergisi, 40(1), 259-280.
  • Raykov, T., & Marcoulides, G. A. (2012). A first course in structural equation modeling. Routledge.
  • Robbins, S. P., & Judge, T. A. (2017). Organizational behavior. Pearson.
  • Rowe, F., & Stewart, D. (2009). Promoting connectedness through whole-school approaches: A qualitative study. Health Education, 109(5), 396-413.
  • Rowe, F., Stewart, D., & Patterson, C. (2007). Promoting school connectedness through whole school approaches. Health Education, 107(6), 524-542.
  • Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual review of psychology, 52(1), 141-166.
  • Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of personality social Psychology of Education, 57(6), 1069. https://doi.org/10.1037/0022-3514.57.6.1069
  • Sari, M. (2015). Adaptation of the psychological sense of school membership scale to turkish. Global Journal of Human-Social Science Research, 15(7).
  • Seligman, M. E. (2011). Flourish: A new understanding of happiness and well-being and how to achieve them. Simon and Schuster.
  • Taboli, H., & Abdollahzadeh, S. J. I. B. M. (2016). The mediating role of trust in supervisor and professional ethics in the relationship between spiritual leadership and organizational virtuousness (Case Study: Document Registration Organization at Kerman City). International Business Management, 10(11), 2214-2221.
  • Terzi, R., Gocen, A., & Kaya, A. (2020). Spiritual leaders for building trust in the school context. Eurasian Journal of Educational Research, 20(86), 135-156.
  • Tomer, A. (2003). A short history of structural equation models, structural equation modeling: Applications in ecological evolutionary biology. Cambridge University Press.
  • Tschannen-Moran, M., & Hoy, W. K. (2000). A multidisciplinary analysis of the nature, meaning, and measurement of trust. Review of Educational Research, 70(4), 547-593. https://doi.org/10.3102/00346543070004547
  • Weston, R., & Gore Jr, P. A. (2006). A brief guide to structural equation modeling. The Counseling Psychologist
  • Xu, S., & Law, W.-W. (2015). School Leadership and Citizenship Education: The Experiences and Struggles of School Party Secretaries in China. Educational Research for Policy and Practice, 14(1), 33-51.
There are 36 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Hanifi Üker 0000-0002-7492-6784

Halil Ekşi 0000-0001-7520-4559

Early Pub Date January 29, 2022
Publication Date January 29, 2022
Acceptance Date January 10, 2022
Published in Issue Year 2022 Volume: 55 Issue: 55

Cite

APA Üker, H., & Ekşi, H. (2022). The Effect of Value Climate and Trust in the School Principal on Students’ Well-Being. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 55(55), 351-364. https://doi.org/10.15285/maruaebd.1017914