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An Organizational Factor Predicting School Effectiveness: School Climate

Year 2020, Volume: 7 Issue: 1, 38 - 50, 01.05.2020
https://doi.org/10.17220/ijpes.2020.01.004

Abstract

The purpose of this study is to determine whether the school climate affects school effectiveness. For this purpose, quantitative research relational screening model was used in the study. The research was conducted in 2018-2019 academic year and 341 teachers participated voluntarily. In the research, The Organizational Description Climate Scale for Elementary Schools OCDQ-RE] developed by Hoy and Tarter 1997 and adapted to Turkish culture by Yılmaz and Altınkurt 2013 was used together with The School Effectiveness Index, which was developed by Hoy 2014 and adapted to Turkish culture by Yıldırım 2015 . The data were analyzed by correlation and regression analysis. According to the findings, school climate predicts school effectiveness. The findings were discussed with the results of other researches in the literature and suggestions were made to the administrators and teachers.

References

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  • Cornell, D., Shukla, K., & Konold, T. R. (2016). Authoritative school climate and student academic engagement, grades, and aspirations in middle and high schools. AERA Open, 2(2), 2332858416633184. doi: 10.1177/2332858416633184
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  • Durham, R. E., Bettencourt, A., & Connolly, F. (2014). Measuring school climate: Using existing data tools on climate and effectiveness to ınform school organizational health. Baltimore Education Research Consortium.
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  • Eliot, M., Cornell, D., Gregory, A., & Fan, X. (2010). Supportive school climate and student willingness to seek help for bullying and threats of violence. Journal of school psychology, 48(6), 533-553. doi: 10.1016/j.jsp.2010.07.001
  • Etxeberria, F., Intxausti, N., & Azpillaga, V. (2017). School climate in highly effective schools in the Autonomous Region of the Basque Country (Spain). REICE. Revista Iberoamericana sobre Calidad, Eficaciay Cambio en Educacion, 15(4), 5-26.
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Year 2020, Volume: 7 Issue: 1, 38 - 50, 01.05.2020
https://doi.org/10.17220/ijpes.2020.01.004

Abstract

References

  • Anderson, C. S. (1982). The search for school climate: A review of the research. Review of Educational Research, 52(3), 368-420.
  • Austin, G., O’Malley, M., & Izu, J. (2011). Making sense of school climate: using the california school climate, health, and learning (Cal–SCHLS) survey system to ınform your school ımprovement efforts. Los Alamitos: WestEd. Retrieved from californias3.wested.org/tools in 21.10.2019.
  • Averich, H., Carroll, S., Donaldson, T., Kiesling, H., & Pincus, J. (1972). How effective is schooling? A critical review and synthesis of research findings. Report R-56-PCSF/RC, Rand Corporation, Santa Monica, CA.
  • Berkowitz, R., Moore, H., Astor, R. A., & Benbenishty, R. (2017). A research synthesis of the associations between socioeconomic background, inequality, school climate, and academic achievement. Review of Educational Research, 87(2), 425-469. doi: 10.3102/0034654316669821
  • Bosworth, K., Ford, L., & Hernandaz, D. (2011). School climate factors contributing to student and faculty perceptions of safety in select Arizona schools. Journal of School Health, 81(4), 194-201. doi: 10.1111/j.1746- 1561.2010.00579.x
  • Brault, M. C., Janosz, M., & Archambault, I. (2014). Effects of school composition and school climate on teacher expectations of students: A multilevel analysis. Teaching and Teacher Education, 44, 148-159.
  • Bridglall, L. B., Caines, J., & Chatterji, M. (2014). Understanding validity issues in test-based models of school and teacher evaluation. Quality Assurance in Education, 22(1), 19-30.
  • Brink, P. J. & Wood, M. J. (1998). Advanced design in nursing research. Sage.
  • Brown, K. M., Anfara, V.A., & Roney, K. (2004). Student achievement in high performing, suburban middle schools and low performing urban middle schools-plausible explanations for the differences. Education and Urban Society, 36(4), 428-456. doi:10.1177/0013124504263339
  • Cemaloğlu, N. (2007). Okul yöneticilerinin liderlik stillerinin örgüt sağlığı üzerindeki etkisi. [The effect of leadership styles of school administrators on organizational health]. Türkiye Sosyal Araştırmalar Dergisi, 11(2), 165-194.
  • Cemaloğlu, N., & Kılınç, A. (2012). Okul müdürlerinin liderlik stilleri ile öğretmenlerin örgütsel güven düzeyleri arasındaki ilişki. [The relationship between school principals 'leadership styles and teachers' organizational trust levels]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(23), 132-156.
  • Cohen, J., McCabe, E. M., Michelli, N. M. & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111(1), 180-213.
  • Coleman, J. S., Campbell, E. Q., Hobson, C. J., McPartlana, J., Mood, S. M., Weinfeld, F. D., & York, R. L. (1966). Equality of educational opportunity. Washington, DC: US Department of Health, Education & Welfare, Office of Education. National Center for Education Statistics.
  • Contartesi, R. A. (2010). School climate: A correlational analysis of superintendent leadership communication and employee performance (Doctoral dissertation). University of Phoenix).
  • Cornell, D., Shukla, K., & Konold, T. R. (2016). Authoritative school climate and student academic engagement, grades, and aspirations in middle and high schools. AERA Open, 2(2), 2332858416633184. doi: 10.1177/2332858416633184
  • Creemers, B. P., Stoll, L., Reezigt, G., & ESI Team. (2007). Effective school improvement-Ingredients for success: The results of an international comparative study of best practice case studies. In International handbook of school effectiveness and improvement (pp. 825-838). Springer, Dordrecht.
  • Çalık, T., Özbay, Y., Özer, A., Kurt, T., & Kandemir, M. (2009). İlköğretim okulu öğrencilerinin zorbalık statülerinin okul iklimi, prososyal davranışlar, temel ihtiyaçlar ve cinsiyet değişkenlerine göre incelenmesi. [Examining the bullying status of primary school students according to school climate, prosocial behaviors, basic needs and gender variables]. Kuram ve Uygulamada Eğitim Yönetimi, 60(60), 555-576. Retrieved from http://dergipark.gov.tr/kuey/issue/10337/126668
  • Çobanoğlu, F., & Badavan, Y. (2017). Başarılı okulların anahtarı: etkili okul değişkenleri. [The key to successful schools: effective school variables]. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (26), 114-134.
  • D'Amico, J. J. (1982). The effective schools movement: Studies, issues, and approaches. Viewpoints (120) -- Reports- Evaluative/Feasibility. Research for Better Schools, Inc., Philadelphia
  • Deeboonmee, W., & Ariratana, W. (2014). Relationship between strategic leadership and school Effectiveness. Procedia-Social and Behavioral Sciences, 112, 982-985.
  • Doran, J. A. (2004). Effective school characteristics and student achievement correlates as perceived by teachers in American-style international schools (Doctoral dissertation). University of Central Florida.
  • Dulay, S., & Karadağ, E. (2017). The effect of school climate on student achievement. In The factors effecting student achievement (pp. 199-213). Springer, Cham.
  • Durham, R. E., Bettencourt, A., & Connolly, F. (2014). Measuring school climate: Using existing data tools on climate and effectiveness to ınform school organizational health. Baltimore Education Research Consortium.
  • Edmonds, R. (1979). Effective schools for the urban poor. Educational Leadership, 37(1), 15-24.
  • Eliot, M., Cornell, D., Gregory, A., & Fan, X. (2010). Supportive school climate and student willingness to seek help for bullying and threats of violence. Journal of school psychology, 48(6), 533-553. doi: 10.1016/j.jsp.2010.07.001
  • Etxeberria, F., Intxausti, N., & Azpillaga, V. (2017). School climate in highly effective schools in the Autonomous Region of the Basque Country (Spain). REICE. Revista Iberoamericana sobre Calidad, Eficaciay Cambio en Educacion, 15(4), 5-26.
  • Freiberg, H. J. and Stein, T. A. (1999) Measuring, improving and sustaining healthy learning envirnoments, in: H. J. Freiberg (ed.) School Climate: Measuring, Improving and Sustaining Healthy Learning Environments. Philadelphia, PA: Falmer Press.
  • Gregory, A., Cornell, D., Fan, X., Sheras, P., Shih, T. H., & Huang, F. (2010). Authoritative school discipline: High school practices associated with lower bullying and victimization. Journal of Educational Psychology, 102(2), 483. doi: 10.1037/a0018562
  • Gülşen, C., & Gülenay, G. B. (2014). The principal and healthy school climate. Social Behavior and Personality: an international journal, 42(1), 93-100.
  • Halpin, A.W. & Croft, D.B. (1963). The organizational climate of schools. Chicago: Midwest Administration Center.
  • Hopson, L. M., & Lee, E. (2011). Mitigating the effect of family poverty on academic and behavioral outcomes: The role of school climate in middle and high school. Children and Youth Services Review, 33(11), 2221- 2229. doi: 10.1016/j.childyouth.2011.07.006
  • Hoy, W. K. (2019). School effectiveness index (SE-Index). https://www.waynekhoy.com/school-effectiveness/ accessed in 09.10.2019.
  • Hoy, W. K. & Miskel, C. G. (2010). Eğitim yönetimi (S. Turan, Çev. Ed.). [Education Management S. Turan, Trans. Ed.]. Ankara: Nobel.
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There are 84 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Mustafa Özgenel This is me

Publication Date May 1, 2020
Published in Issue Year 2020 Volume: 7 Issue: 1

Cite

APA Özgenel, M. (2020). An Organizational Factor Predicting School Effectiveness: School Climate. International Journal of Psychology and Educational Studies, 7(1), 38-50. https://doi.org/10.17220/ijpes.2020.01.004