Research Article

Student-perceived teacher-related classroom ecology and reading achievement in Türkiye: A multilevel analysis of PISA 2018 data

Volume: 23 Number: 2026 July 9, 2026
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Student-perceived teacher-related classroom ecology and reading achievement in Türkiye: A multilevel analysis of PISA 2018 data

Abstract

This study examined the associations between student-perceived teacher-related classroom ecology variables and reading achievement among 15-year-old students in Türkiye using PISA 2018 data. Grounded in a school ecology perspective, it focused on six student-perceived variables: adaptive instruction, teacher-directed instruction, teacher feedback, teacher support, teacher enthusiasm, and teacher stimulation of reading engagement. The analytic sample included 6,890 students nested within schools. Missing responses to teacher-related questionnaire items were handled through multiple imputation, and reading achievement was modeled using all ten plausible values. Two-level random-intercept hierarchical linear models were estimated with students at Level 1 and schools at Level 2. Adaptive instruction, teacher support, and teacher stimulation of reading engagement were positively associated with reading achievement. In contrast, teacher-directed instruction and teacher feedback were negatively associated with reading achievement, whereas teacher enthusiasm was not statistically significant. By linking PISA 2018 reading achievement data with student-perceived teacher-related classroom ecology variables, this study contributes to understanding how perceived instructional environments are associated with reading performance in Türkiye. The findings suggest that teacher-related classroom ecology is not uniformly associated with reading performance; rather, different teaching dimensions relate to reading achievement in distinct ways.

Keywords

PISA 2018, Reading literacy, PISA 2018, classroom environment, student perceptions, multi-level analysis, Türkiye

Supporting Institution

This article is derived from the first author's doctoral thesis. During the doctoral studies, a TÜBİTAK 2211-A doctoral scholarship was received.

Ethical Statement

This study is of a nature that does not require ethics committee approval, and the data used were obtained through a review of the literature and other published sources. It is hereby declared that scientific and ethical principles were observed throughout the preparation of this study and that all works utilized have been indicated in the references.

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APA
Omay, Y., & Göktentürk, T. (2026). Student-perceived teacher-related classroom ecology and reading achievement in Türkiye: A multilevel analysis of PISA 2018 data. OPUS Journal of Society Research, 23(2026), 1-18. https://doi.org/10.26466/opusjsr.1937558
AMA
1.Omay Y, Göktentürk T. Student-perceived teacher-related classroom ecology and reading achievement in Türkiye: A multilevel analysis of PISA 2018 data. OPUS JSR. 2026;23(2026):1-18. doi:10.26466/opusjsr.1937558
Chicago
Omay, Yiğit, and Talha Göktentürk. 2026. “Student-Perceived Teacher-Related Classroom Ecology and Reading Achievement in Türkiye: A Multilevel Analysis of PISA 2018 Data”. OPUS Journal of Society Research 23 (2026): 1-18. https://doi.org/10.26466/opusjsr.1937558.
EndNote
Omay Y, Göktentürk T (July 1, 2026) Student-perceived teacher-related classroom ecology and reading achievement in Türkiye: A multilevel analysis of PISA 2018 data. OPUS Journal of Society Research 23 2026 1–18.
IEEE
[1]Y. Omay and T. Göktentürk, “Student-perceived teacher-related classroom ecology and reading achievement in Türkiye: A multilevel analysis of PISA 2018 data”, OPUS JSR, vol. 23, no. 2026, pp. 1–18, July 2026, doi: 10.26466/opusjsr.1937558.
ISNAD
Omay, Yiğit - Göktentürk, Talha. “Student-Perceived Teacher-Related Classroom Ecology and Reading Achievement in Türkiye: A Multilevel Analysis of PISA 2018 Data”. OPUS Journal of Society Research 23/2026 (July 1, 2026): 1-18. https://doi.org/10.26466/opusjsr.1937558.
JAMA
1.Omay Y, Göktentürk T. Student-perceived teacher-related classroom ecology and reading achievement in Türkiye: A multilevel analysis of PISA 2018 data. OPUS JSR. 2026;23:1–18.
MLA
Omay, Yiğit, and Talha Göktentürk. “Student-Perceived Teacher-Related Classroom Ecology and Reading Achievement in Türkiye: A Multilevel Analysis of PISA 2018 Data”. OPUS Journal of Society Research, vol. 23, no. 2026, July 2026, pp. 1-18, doi:10.26466/opusjsr.1937558.
Vancouver
1.Yiğit Omay, Talha Göktentürk. Student-perceived teacher-related classroom ecology and reading achievement in Türkiye: A multilevel analysis of PISA 2018 data. OPUS JSR. 2026 Jul. 1;23(2026):1-18. doi:10.26466/opusjsr.1937558