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OKUL YAŞAM KALİTESİNE İLİŞKİN ÖĞRENCİ VE ÖĞRETMEN GÖRÜŞLERİ

Year 2015, Volume: 3 Issue: 1, 69 - 86, 01.01.2015

Abstract

Bu araştırmada İstanbul’daki bir ilkokul ve ortaokulun okul yaşam kalitesinin okuldaki öğretmenler ve öğrenci görüşleriyle belirlenmesi amaçlanmıştır. Durum çalışması deseninde yürütülen çalışmada veriler gözlem, görüşme ve anket yardımıyla toplanmıştır. Öğrencilere sorulan “Öğrencisi olmaktan mutluluk duyacağınız okulu tanımlayınız.” ve “Asla öğrencisi olmak istemeyeceğiniz okulu tanımlayınız” şeklinde iki soru sorulmuş ve bu soruları sınıf ortamında yazılı olarak yanıtlamaları istenmiştir. Ayrıca öğretmenlere de “Öğretmen olmaktan mutluluk duyacağınız okulu tanımlayınız.” ve “Asla öğretmen olmak istemeyeceğiniz okulu tanımlayınız” soruları sorularak yazılı cevap istenmiş. Ardında bu öğretmenlerle bu sorularla ilgili olarak açık uçlu sorulardan oluşan yarı yapılandırılmış görüşmeler yapılarak öğretmen görüşleri alınmıştır. Verilerin analizinde betimsel analiz yöntemi kullanılarak temalar “okula yönelik duygular”, “okul yönetimi”, “öğretmen-öğrenci iletişimi”, “öğrenci-öğrenci iletişimi”, “sosyal etkinlikler” ve “statü” olmak üzere altı boyutta incelenmiştir. Altı boyutla ilişkili öğretmenlerden ve öğrencilerden elde edilen veriler literatür ışığında yorumlanarak alan ve araştırmalara katkı sağlayacak önerilerde bulunulmuştur

References

  • Ainley, J., & Bourke, S. (1992). Student views of primary schooling. Research Papers in Education, 7(2), 107- 128.
  • Bailey G. (1999). A qualitative study of middle grade students’ perceptions of their schools, teachers and classes, Louisiana Middle School Association (LMSA) Journal, Spring, 8.
  • Baker, J. A. (1998). The social context of school satisfaction among urban, low-income, AfricanAmerican students. School Psychology Quarterly, 13, 25–44.
  • Baker, J. A. (2006). Contributions of teacher-child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44, 211-229.
  • Brand, S., Felner, R., Shim, M., Seitsinger, A., & Dumas, T. (2003). Middle school improvement and reform: Development and validation of a school-level assessment of climate, cultural pluralism, and school safety. Journal of educational psychology, 95(3), 570.
  • Bilgiç, S. ve Sarı, M. (2010). İlköğretim öğrencilerinin okul yaşam kalitesi ve empatik sınıf atmosferi algıları. Eğitim Bilimleri Uygulama, 9(17), 1-19
  • Bourke, S. ve Smith, M. (1989). Quality of school life andintentions for further education: The case of ruralhigh school. A paper presented at the annualconference of the Australian Association for Researchin Education at Adelaide, November-December 1989,South Australia.
  • Bursalıoğlu, Z. (1979). Okul Yönetiminde Yeni Yapı ve Davranış. Ankara: A.Ü. Eğitim Fakültesi Yayınları.
  • Çepni, S. (2007). Araştırma ve Proje Çalışmalarına Giriş, Üçüncü Baskı, Trabzon.
  • Cock, D. and H. Halvari: 1999, ‘Relations among achievement motives, autonomy, performance in mathematics, and satisfaction of pupils in elementary school’, Psychological Reports 84, pp. 983–997.
  • Cohen, L., Manion, L. (1994). Research Methods In Education, Fourth Edition, Rutledge, Newyork.
  • Durmaz, A. (2008). Liselerde okul yaşam kalitesi (Kırklareli ili örneği). Yayınlanmamış Yüksek Lisans Tezi, Trakya Üniversitesi Sosyal Bilimler Enstitüsü, Edirne.
  • Elmore, G. M., & Huebner, E. (2010). Adolescents’ satisfaction with school experiences: Relationships with demographics, attachment relationships, and school engagement behavior. Psychology in the Schools, 47, 525-537.
  • Epstein, J. L. (1981). The quality of school life. Lexington, MA: Lexington Books.
  • Epstein, J. L., & Mc Partland, J. M. (1976).The concept and measurement of the quality of school life. American Educational Research Journal, 13, 15–30.
  • Erden, A. ve Erdem, M. (2013). İlköğretim Okullarında Okul Yaşamı Kalitesi: Van İli Örneği. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(28-3).
  • Felner, R. D., Favazza, A., Shim, M., Brand, S. Gu, K., & Shim, N. (2001). Whole school improvement and restructuring as prevention and promotion: Lessons from STEP and the Project on High Performance Learning Communities. Journal of School Psychology, 39, 177–202.
  • Flanagan, J. C. (1978). A research approach to improving our quality of life. American Psychologist, 33(2), 138.
  • Gil, G. A. (1996). Analysis of the Williams and Batten questionnaire on the quality of school life in Spain. M. Binkley, K. Rust, T. Williams (eds.) Reading literacy in an international perspective, s. 223 - 240. U.S. Department of Education Office of Educational Research and Improvement NCES 97-875.
  • Glennan, T. K. (1998). New American schools after six years. Santa Monica, CA: Rand Corporation.
  • Green, C. W., Adams, A. M., & Turner, C. W. (1988). Development and validation of the School Interracial Climate Scale. American Journal of Community Psychology, 16, 241–259
  • İpek, C. & Terzi, A. R. (2010). İlk ve Ortaöğretim Kurumlarında Öğretmen-Öğrenci İlişkilerinin Öğretmen Görüşlerine Göre Belirlenmesi: Van İli Örneği. Kuram ve Uygulamada Eğitim Yönetimi, 16(3), 433-456.
  • Jones, V. F., & Jones, L. S. (2001). Comprehensive classroom management: Creating communities of support and solving problems, Allyn and Bacon, USA.
  • Karatzias, A., Power, K. G., & Swanson, V. (2001). Quality of school life: Development and preliminary standardization of an instrument based on performance indicators in Scottish secondary schools. School Effectiveness and School Improvement, 12, 265–284.
  • Kuzgun, Y. (2000). Meslek Danışmanlığı. Ankara: Nobel Yayıncılık.
  • Linnakylâ, P., Brunell, V. (1996).Quality of school life in the Finnish and Swedish speaking schools in Finland. M. Binkley, K. Rust, T. Williams (Eds.) Reading literacy in an international perspective, s. 203 - 217. U.S. Department of Education Office of Educational Research and Improvement NCES 97-875.
  • Mok, M., & Flynn, M. (1998). Effect of Catholic school culture on students’ achievement In the Higher School Certificate Examination: A multilevel path analysis. Educational Psychology, 18(4), 409-432.
  • Mok, M., & Flynn, M. (2002). Determinants of students‘ quality of school life: A path model. Learning Environments Research, 5, 275-300.
  • Moos, R. H. (1979). Evaluating educational environments: Procedures, measures, findings and policy implications. San Francisco: Jossey-Bass.
  • Murray, C., Murray, K. M., & Waas, G. A. (2008). Child and teacher reports of teacher–student relationships: Concordance of perspectives and associations with school adjustment in urban kindergarten classrooms. Journal of Applied Developmental Psychology, 29(1), 49-61.
  • Özdemir, S., Yalın, H. İ., Sezgin, F. (2008). Eğitim Bilimine Giriş (Geliştirilmiş Altıncı Baskı). Ankara: Nobel Yayın Dağıtım.
  • Perry, G. (2000). Optimistic visions & satisfaction with life.The Annual Conference of the Australian Associationfor Research in Education, 4 - 7 Kasım 2000, Sydney.
  • Roeser, R. W., & Eccles, J. S. (1998). Adolescents’ perceptions of middle school: Relation to longitudinal changes in academic and psychological adjustment. Journal of Research on Adolescence, 8, 123–158.
  • Ross, S. (2000). How to evaluate comprehensive school reform models. In Getting better by design (Vol. 8). Arlington, VA: New American Schools.
  • Rowe, D.C., Almeida, D.M., & Jacobson, K.C. (1999).School context and genetic influences on aggression in adolescence. Psychological Science, 10, 277-280.
  • Sarı, M. (2006). Okul yaşam kalitesi: tanımı, değişkenleri ve ölçülmesi. Çukurova Üniversitesi Eğitim Fakültesi Dergisi. 32(2) 139-151.
  • Sarı, M., Ötünç, E., Erceylan, E. (2007). Liselerde okul yaşam kalitesi: adana ili örneği. Kuram ve Uygulamada Eğitim Yönetimi. 50, 297-320
  • Sarı, M. (2012). Okul yaşamının değerlendirilmesi: Okul yaşam kalitesi ölçeğinin güvenirlik geçerliliği. Hacette Üniversitesi Eğitim Fakültesi Dergisi. 42, 344-355.
  • Sarı, M. (2013). Lise öğrencilerinde okula aidiyet duygusu. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 13(1), 147-160.
  • Savi Çakar, F. (2011). School attachment and quality of life in children and adolescents of elementary school ın Turkey. Educational Research, 1(9), 1465-1471.
  • Slee, R. (1992). Reforms and ravines: Diminishing risk in schools through systematic change. In R. Slee (Ed.), Discipline in Australian public education, changing policy and practice (pp. 177-198). Melbourne, Australia: Australian Council for Educational Research.
  • Smith C, Sandhu D.S. (2004). Toward a positive perspective on violence prevention in schools: Building connections. J. Counsel. Dev., 82(3): 287 – 293.
  • Stringfield, S., Ross, S. M., & Smith, L. (Eds.). (1996). Bold plans for school restructuring: The new American schools designs. Mahwah, NJ:Erlbaum.
  • Sönmez, V. (2007). Program Geliştirmede Öğretmen El Kitabı. Ankara: Anı Yayıncılık
  • Sönmez, V. (2013). Bilim Felsefesi. Ankara: Anı Yayıncılık.
  • Tunç, E. ve Beşaltı, M. (2013). Okul yaşam kalitesinin bazı değişkenlere göre incelenmesi, Şanlıurfa Birecik örneği. II. International Conference on Communication, Media, Technologyand Design Famagusta: North Cyprus.
  • Verkuyten, M., &Thijs, J. (2002). School satisfaction of elementary school children: The role of performance, peer relations, ethnicity and gender. Social Indicators Research, 59, 203–228.
  • Walberg, H. J., & Genova, W. J. (1983).School practices and climates that promote integration. Contemporary Educational Psychology, 8, 87–100.
  • Williams, T., and Batten, M. (1981).The quality of school life. Hawthorn, Victoria: Australian Council
  • for Educational Research.
  • Williams, T., Roey, S. (1996). Consistencies in the qualityof school life. M. Binkley, K. Rust, T. Williams (Eds.) Reading literacy in an international perspective, s. 193 - 202. U.S. Department of Education Office of Educational Research and Improvement NCES 97-875.
  • Wolf, F. M., Chandler, T. A., & Spies, C. J. (1981).A cross-lagged panel analysis of quality of school life and achievement responsibility. The Journal of Educational Research, 74(5), 363-368.
  • Yıldırım, A., ve Şimşek, H. (2006). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. (6. Baskı) Ankara: Seçkin Yayıncılık.

The Views of Students and Teachers Relating to Quality of School Life

Year 2015, Volume: 3 Issue: 1, 69 - 86, 01.01.2015

Abstract

The main purpose of this study is to determine the quality of school life in a primary and middle school with the help of teacher’ and students ‘perspectives in İstanbul. In this case study, the data were gathered through observations, interviews and inquiry questions from the participants of the study consisted of 6 teachers and 80 primary and middle school students. In inquiry, two questions were asked to students that “Describe the school in which you'll be happy” and “Describe the school in which you will never want to be”. Two questions were asked to teachers that “Describe the school in which you will happy to be a teacher” and “Describe the school in which you never want to be a teacher”. Open ended questions were answered as written texts by teachers and students, semi-structured interviews were used for getting teachers opinions about quality of school life. In analyzing the data collected through semi-structured interviews, observations and open ended questions, descriptive analysis were used under the six sub-dimensions of quality of school life administrator, teachersstudent relationships, affects towards school, student-student relationships, status, and social activities . Data gathered from students and teachers related to six dimensions supported with literature have suggestions that will contribute to the area and researches

References

  • Ainley, J., & Bourke, S. (1992). Student views of primary schooling. Research Papers in Education, 7(2), 107- 128.
  • Bailey G. (1999). A qualitative study of middle grade students’ perceptions of their schools, teachers and classes, Louisiana Middle School Association (LMSA) Journal, Spring, 8.
  • Baker, J. A. (1998). The social context of school satisfaction among urban, low-income, AfricanAmerican students. School Psychology Quarterly, 13, 25–44.
  • Baker, J. A. (2006). Contributions of teacher-child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44, 211-229.
  • Brand, S., Felner, R., Shim, M., Seitsinger, A., & Dumas, T. (2003). Middle school improvement and reform: Development and validation of a school-level assessment of climate, cultural pluralism, and school safety. Journal of educational psychology, 95(3), 570.
  • Bilgiç, S. ve Sarı, M. (2010). İlköğretim öğrencilerinin okul yaşam kalitesi ve empatik sınıf atmosferi algıları. Eğitim Bilimleri Uygulama, 9(17), 1-19
  • Bourke, S. ve Smith, M. (1989). Quality of school life andintentions for further education: The case of ruralhigh school. A paper presented at the annualconference of the Australian Association for Researchin Education at Adelaide, November-December 1989,South Australia.
  • Bursalıoğlu, Z. (1979). Okul Yönetiminde Yeni Yapı ve Davranış. Ankara: A.Ü. Eğitim Fakültesi Yayınları.
  • Çepni, S. (2007). Araştırma ve Proje Çalışmalarına Giriş, Üçüncü Baskı, Trabzon.
  • Cock, D. and H. Halvari: 1999, ‘Relations among achievement motives, autonomy, performance in mathematics, and satisfaction of pupils in elementary school’, Psychological Reports 84, pp. 983–997.
  • Cohen, L., Manion, L. (1994). Research Methods In Education, Fourth Edition, Rutledge, Newyork.
  • Durmaz, A. (2008). Liselerde okul yaşam kalitesi (Kırklareli ili örneği). Yayınlanmamış Yüksek Lisans Tezi, Trakya Üniversitesi Sosyal Bilimler Enstitüsü, Edirne.
  • Elmore, G. M., & Huebner, E. (2010). Adolescents’ satisfaction with school experiences: Relationships with demographics, attachment relationships, and school engagement behavior. Psychology in the Schools, 47, 525-537.
  • Epstein, J. L. (1981). The quality of school life. Lexington, MA: Lexington Books.
  • Epstein, J. L., & Mc Partland, J. M. (1976).The concept and measurement of the quality of school life. American Educational Research Journal, 13, 15–30.
  • Erden, A. ve Erdem, M. (2013). İlköğretim Okullarında Okul Yaşamı Kalitesi: Van İli Örneği. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(28-3).
  • Felner, R. D., Favazza, A., Shim, M., Brand, S. Gu, K., & Shim, N. (2001). Whole school improvement and restructuring as prevention and promotion: Lessons from STEP and the Project on High Performance Learning Communities. Journal of School Psychology, 39, 177–202.
  • Flanagan, J. C. (1978). A research approach to improving our quality of life. American Psychologist, 33(2), 138.
  • Gil, G. A. (1996). Analysis of the Williams and Batten questionnaire on the quality of school life in Spain. M. Binkley, K. Rust, T. Williams (eds.) Reading literacy in an international perspective, s. 223 - 240. U.S. Department of Education Office of Educational Research and Improvement NCES 97-875.
  • Glennan, T. K. (1998). New American schools after six years. Santa Monica, CA: Rand Corporation.
  • Green, C. W., Adams, A. M., & Turner, C. W. (1988). Development and validation of the School Interracial Climate Scale. American Journal of Community Psychology, 16, 241–259
  • İpek, C. & Terzi, A. R. (2010). İlk ve Ortaöğretim Kurumlarında Öğretmen-Öğrenci İlişkilerinin Öğretmen Görüşlerine Göre Belirlenmesi: Van İli Örneği. Kuram ve Uygulamada Eğitim Yönetimi, 16(3), 433-456.
  • Jones, V. F., & Jones, L. S. (2001). Comprehensive classroom management: Creating communities of support and solving problems, Allyn and Bacon, USA.
  • Karatzias, A., Power, K. G., & Swanson, V. (2001). Quality of school life: Development and preliminary standardization of an instrument based on performance indicators in Scottish secondary schools. School Effectiveness and School Improvement, 12, 265–284.
  • Kuzgun, Y. (2000). Meslek Danışmanlığı. Ankara: Nobel Yayıncılık.
  • Linnakylâ, P., Brunell, V. (1996).Quality of school life in the Finnish and Swedish speaking schools in Finland. M. Binkley, K. Rust, T. Williams (Eds.) Reading literacy in an international perspective, s. 203 - 217. U.S. Department of Education Office of Educational Research and Improvement NCES 97-875.
  • Mok, M., & Flynn, M. (1998). Effect of Catholic school culture on students’ achievement In the Higher School Certificate Examination: A multilevel path analysis. Educational Psychology, 18(4), 409-432.
  • Mok, M., & Flynn, M. (2002). Determinants of students‘ quality of school life: A path model. Learning Environments Research, 5, 275-300.
  • Moos, R. H. (1979). Evaluating educational environments: Procedures, measures, findings and policy implications. San Francisco: Jossey-Bass.
  • Murray, C., Murray, K. M., & Waas, G. A. (2008). Child and teacher reports of teacher–student relationships: Concordance of perspectives and associations with school adjustment in urban kindergarten classrooms. Journal of Applied Developmental Psychology, 29(1), 49-61.
  • Özdemir, S., Yalın, H. İ., Sezgin, F. (2008). Eğitim Bilimine Giriş (Geliştirilmiş Altıncı Baskı). Ankara: Nobel Yayın Dağıtım.
  • Perry, G. (2000). Optimistic visions & satisfaction with life.The Annual Conference of the Australian Associationfor Research in Education, 4 - 7 Kasım 2000, Sydney.
  • Roeser, R. W., & Eccles, J. S. (1998). Adolescents’ perceptions of middle school: Relation to longitudinal changes in academic and psychological adjustment. Journal of Research on Adolescence, 8, 123–158.
  • Ross, S. (2000). How to evaluate comprehensive school reform models. In Getting better by design (Vol. 8). Arlington, VA: New American Schools.
  • Rowe, D.C., Almeida, D.M., & Jacobson, K.C. (1999).School context and genetic influences on aggression in adolescence. Psychological Science, 10, 277-280.
  • Sarı, M. (2006). Okul yaşam kalitesi: tanımı, değişkenleri ve ölçülmesi. Çukurova Üniversitesi Eğitim Fakültesi Dergisi. 32(2) 139-151.
  • Sarı, M., Ötünç, E., Erceylan, E. (2007). Liselerde okul yaşam kalitesi: adana ili örneği. Kuram ve Uygulamada Eğitim Yönetimi. 50, 297-320
  • Sarı, M. (2012). Okul yaşamının değerlendirilmesi: Okul yaşam kalitesi ölçeğinin güvenirlik geçerliliği. Hacette Üniversitesi Eğitim Fakültesi Dergisi. 42, 344-355.
  • Sarı, M. (2013). Lise öğrencilerinde okula aidiyet duygusu. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 13(1), 147-160.
  • Savi Çakar, F. (2011). School attachment and quality of life in children and adolescents of elementary school ın Turkey. Educational Research, 1(9), 1465-1471.
  • Slee, R. (1992). Reforms and ravines: Diminishing risk in schools through systematic change. In R. Slee (Ed.), Discipline in Australian public education, changing policy and practice (pp. 177-198). Melbourne, Australia: Australian Council for Educational Research.
  • Smith C, Sandhu D.S. (2004). Toward a positive perspective on violence prevention in schools: Building connections. J. Counsel. Dev., 82(3): 287 – 293.
  • Stringfield, S., Ross, S. M., & Smith, L. (Eds.). (1996). Bold plans for school restructuring: The new American schools designs. Mahwah, NJ:Erlbaum.
  • Sönmez, V. (2007). Program Geliştirmede Öğretmen El Kitabı. Ankara: Anı Yayıncılık
  • Sönmez, V. (2013). Bilim Felsefesi. Ankara: Anı Yayıncılık.
  • Tunç, E. ve Beşaltı, M. (2013). Okul yaşam kalitesinin bazı değişkenlere göre incelenmesi, Şanlıurfa Birecik örneği. II. International Conference on Communication, Media, Technologyand Design Famagusta: North Cyprus.
  • Verkuyten, M., &Thijs, J. (2002). School satisfaction of elementary school children: The role of performance, peer relations, ethnicity and gender. Social Indicators Research, 59, 203–228.
  • Walberg, H. J., & Genova, W. J. (1983).School practices and climates that promote integration. Contemporary Educational Psychology, 8, 87–100.
  • Williams, T., and Batten, M. (1981).The quality of school life. Hawthorn, Victoria: Australian Council
  • for Educational Research.
  • Williams, T., Roey, S. (1996). Consistencies in the qualityof school life. M. Binkley, K. Rust, T. Williams (Eds.) Reading literacy in an international perspective, s. 193 - 202. U.S. Department of Education Office of Educational Research and Improvement NCES 97-875.
  • Wolf, F. M., Chandler, T. A., & Spies, C. J. (1981).A cross-lagged panel analysis of quality of school life and achievement responsibility. The Journal of Educational Research, 74(5), 363-368.
  • Yıldırım, A., ve Şimşek, H. (2006). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. (6. Baskı) Ankara: Seçkin Yayıncılık.
There are 53 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

M Raci Demir

Hülya Yıldızlı This is me

Publication Date January 1, 2015
Published in Issue Year 2015 Volume: 3 Issue: 1

Cite

IEEE M. R. Demir and H. Yıldızlı, “OKUL YAŞAM KALİTESİNE İLİŞKİN ÖĞRENCİ VE ÖĞRETMEN GÖRÜŞLERİ”, Researcher, vol. 3, no. 1, pp. 69–86, 2015.

The journal "Researcher: Social Sciences Studies" (RSSS), which started its publication life in 2013, continues its activities under the name of "Researcher" as of August 2020, under Ankara Bilim University.
It is an internationally indexed, nationally refereed, scientific and electronic journal that publishes original research articles aiming to contribute to the fields of Engineering and Science in 2021 and beyond.
The journal is published twice a year, except for special issues.
Candidate articles submitted for publication in the journal can be written in Turkish and English. Articles submitted to the journal must not have been previously published in another journal or sent to another journal for publication.