Araştırma Makalesi
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Yıl 2020, Cilt: 5 Sayı: 2, 45 - 59, 31.12.2020

Öz

Kaynakça

  • Ali, N. (2017). Teachers’ perceptions of the relationship between principals’ instructional leadership, school culture, and school effectiveness in Pakistan. Education and Science, 42(192), 407-425.DOI: 10.15390/EB.2017.7088
  • Bellibas, M. S., Bulut, O., & Gedik, S. (2017). Investigating professional learning communities in Turkish schools: the effects of contextual factors. Professional Development in Education, 43(3), 353-374.
  • Bollen, K. A. (1989): Structural Equations with Latent Variables. New York: John Wiley & Sons.
  • Boyle, B., Lamprianou, I., & Boyle, T. (2005). A longitudinal study of teacher change: What makes professional development effective? Report of the second year of the study. School Effectiveness and School Improvement, 16(1), 1-27.https://doi.org/10.1080/09243450500114819
  • Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen and J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Newbury Park, CA: Sage.
  • Byrne, B. M. (2011). Structural equation modeling with Mplus: Basic concepts, applications, and programming. Routledge.
  • Carpenter, D. (2015). School culture and leadership of professional learning communities. International Journal of Educational Management, 29(5), 682-694.https://doi.org/10.1108/IJEM-04-2014-0046
  • Cheng, Y. C. (1993). Profiles of organizational culture and effective schools. School Effectiveness and School Improvement, 4(2), 85-110.https://doi.org/10.1080/0924345930040201
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Boston: Pearson.
  • Çalık, T., & Tepe, N. (2019). Ortaokul öğretmenlerinin algılarına göre okul etkililiği ile kolaylaştırıcı okul yapısı ve akademik iyimserlik arasındaki ilişki. Kastamonu Education Journal, 27(4), 1471-1480. doi:10.24106/kefdergi.3008
  • Day, C., & Sachs, J. (2004). Professionalism, performativity and empowerment: Discourses in the politics, policies and purposes of continuing professional development. In C. Day &J. Sachs (Eds.), International handbook on the continuing professional development of teachers (pp. 3–32). Berkshire, UK: Open University Press.
  • Demirtaş, Z. (2010). Okul kültürü ile öğrenci başarısı arasındaki ilişki. Eğitim ve Bilim, 35(158), 3-13.
  • DuFour, R., DuFour, R., & Eaker, R. (2008).Revisiting professional learning communities: New insights for improving schools.Bloomington, IN: Solution Tree.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to Design and Evaluate Research in Education (8th edt.). New York: McGram-Hill Companies.
  • Gaziel, H. H. (1997). Impact of school culture on effectiveness of secondary schools with disadvantaged students. The Journal of Educational Research, 90(5), 310-318.https://doi.org/10.1080/00220671.1997.10544587
  • Hargreaves, D. H. (1995). School culture, school effectiveness and school improvement. School Effectiveness and School Improvement, 6(1), 23-46.https://doi.org/10.1080/0924345950060102
  • Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
  • Hofman, R. H., & Dijkstra, B. J. (2010). Effective teacher professionalization in networks?. Teaching and Teacher Education, 26(4), 1031-1040.https://doi.org/10.1016/j.tate.2009.10.046
  • Hoy, W. K., & Ferguson, J. (1985). A theoretical framework and exploration of organizational effectiveness of schools. Educational Administration Quarterly, 21(2), 117-134.https://doi.org/10.1177/0013161X85021002006
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling: a multidisciplinary journal, 6(1), 1-55.
  • Kline, R. B. (2016). Principles and Practice of Structural Equation Modeling (Fourth Edition). New York: Guilford Press.
  • Kyriakides, L. (2004). Differential school effectiveness in relation to sex and social class: Some implications for policy evaluation. Educational Research and Evaluation, 10(2), 141-161.https://doi.org/10.1076/edre.10.2.141.27907
  • Lieberman, A. (2000). Networks as learning communities: Shaping the future of teacher development. Journal of Teacher Education, 51(3), 221-227.https://doi.org/10.1177/0022487100051003010
  • Lomos, C., Hofman, R. H., & Bosker, R. J. (2011). Professional communities and student achievement–a meta-analysis. School Effectiveness and School Improvement, 22(2), 121-148.https://doi.org/10.1080/09243453.2010.550467
  • Louis, K. S. (2006). Changing the culture of schools: Professional community, organizational learning, and trust. Journal of School Leadership, 16(5), 477–489. https://doi.org/10.1177/105268460601600502
  • Louis, K.S. & Marks, H. (1998). Does professional community affect the classroom? Teachers’ work and student experience in restructured schools. American Journal of Education 106(4), 532–575.https://doi.org/10.1086/444197
  • MacNeil, A. J., Prater, D. L., & Busch, S. (2009). The effects of school culture and climate on student achievement. International Journal of leadership in Education, 12(1), 73-84.https://doi.org/10.1080/13603120701576241
  • Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). New York: McGraw.
  • Olivier, D. F., Antoine, S., Cormier, R., Lewis, V., Minckler, C., & Stadalis, M. (2009, March). Assessing schools as professional learning communities symposium. In annual meeting of the Louisiana Education Research Association, Lafayette. Retrieved from http://ullresearch. pbworks. com/f/Olivier_Assessing_PLCs_Symposium _-_PLCA-R_Introduction. pdf.
  • Özdemir, S. (2012). İlköğretim okullarında okul kültürü ile örgütsel sağlık arasındaki ilişki. Kuram ve Uygulamada Eğitim Yönetimi, 4(4), 599-620.
  • Peterson, K. D., & Deal, T. E. (2009). The shaping school culture fieldbook (Second Edition). San Francisco, CA: Jossey-Bass.
  • Pettigrew, A. 1979. On studying organisational cultures. Administrative Science Quarterly, 24(4), 570–581.
  • Rutter, M., & Maughan, B. (2002). School effectiveness findings 1979–2002. Journal of School Psychology, 40(6), 451-475.https://doi.org/10.1016/S0022-4405(02)00124-3 Sachs, S. K. (2004). Evaluation of teacher attributes as predictors of success in urban schools. Journal of Teacher Education, 55(2), 177-187.https://doi.org/10.1177/0022487103261569
  • Scheerens, J., & Creemers, B. P. (1989). Conceptualizing school effectiveness. International Journal of Educational Research, 13(7), 691-706.
  • Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of psychological research online, 8(2), 23-74.
  • Sezgin, F. (2010). Öğretmenlerin örgütsel bağlılığının bir yordayıcısı olarak okul kültürü. Eğitim ve Bilim, 35(156), 142-159.
  • Shaw, J., & Reyes, P. (1992). School cultures: Organizational value orientation and commitment. The Journal of Educational Research, 85(5), 295-302.
  • Sigurðardóttir, A. K. (2010). Professional learning community in relation to school effectiveness. Scandinavian Journal of Educational Research, 54(5), 395-412.https://doi.org/10.1080/00313831.2010.508904
  • Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221-258.https://doi.org/10.1007/s10833-006-0001-8
  • Şahin, S. (2010). Okul kültürünün bazı değişkenler açısından incelenmesi. İlköğretim Online, 9(2), 561-575.
  • Şahin, S. (2004). Okul müdürü ve öğretmenler ile okulun bazı özellikleri açısından okul kültürü üzerine bir değerlendirme. Kuram ve Uygulamada Eğitim Yönetimi, 39, 458-474.
  • Şenel, T. (2015). İlkokullarda okul iklimi ile okul etkililiği arasındaki ilişki (Yüksek Lisans Tezi). Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Tabachnick, B. G. & Fidell, L. S. (2013). Using Multivariate Statistics. Boston: Pearson.
  • Tabak Yavuz, B., Şahin, F., & Tabak, H. (2018). İlköğretim Kurumu Öğretmenlerinin İşkoliklik Düzeyleri İle Örgüt Sağlığına İlişkin Algıları Arasındaki İlişki. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 19(3), 610-621.https://doi.org/10.17679/inuefd.469687
  • Terzi, A. R. (2005). İlköğretim okullarında örgüt kültürü. Kuram ve Uygulamada Eğitim Yönetimi, 43, 423-442.
  • Van Houtte, M. (2005). Climate or culture? A plea for conceptual clarity in school effectiveness research. School Effectiveness and School Improvement, 16(1), 71-89.https://doi.org/10.1080/09243450500113977
  • Van Houtte, M., & Van Maele, D. (2011). The black box revelation: In search of conceptual clarity regarding climate and culture in school effectiveness research. Oxford Review of Education, 37(4), 505-524.https://doi.org/10.1080/03054985.2011.595552
  • Vanblaere, B., & Devos, G. (2016). Exploring the link between experienced teachers’ learning outcomes and individual and professional learning community characteristics. School Effectiveness and School Improvement, 27(2), 205-227.https://doi.org/10.1080/09243453.2015.1064455
  • Watson, N. (2001). Promising practices: What does it really take to make a difference?. Education Canada, 40(4), 4-6.
  • Zhu, C., Devos, G., & Li, Y. (2011). Teacher perceptions of school culture and their organizational commitment and well-being in a Chinese school. Asia Pacific Education Review, 12(2), 319-328.https://doi.org/10.1007/s12564-011-9146-0

Investigating the Relationship Between School Effectiveness, Professional Learning Communities, School Culture and Teacher Characteristics

Yıl 2020, Cilt: 5 Sayı: 2, 45 - 59, 31.12.2020

Öz

This study aimed to test the relationship between school culture (SC), professional learning communities (PLCs), and school effectiveness (SE) in the correlational research model through structural equation modeling. The sample of the study consisted of a total of 358 teachers working at public schools in various provinces of Turkey. Thus, data from a total of 355 teachers were analyzed. In the analysis of the data, the mediator and direct role of the variables were examined through path analysis. Finally, the fourth study hypothesis examined the relationship between these three variables and teacher characteristics. In general, the study results revealed that a supportive, achievement-oriented, and task-oriented SC was important for SE and the exhibiting of PLCs behaviors. In this context, it can be argued that paying attention to these cultural components and applications, which turn teachers into a PLCs, is of significance in making schools effective.

Kaynakça

  • Ali, N. (2017). Teachers’ perceptions of the relationship between principals’ instructional leadership, school culture, and school effectiveness in Pakistan. Education and Science, 42(192), 407-425.DOI: 10.15390/EB.2017.7088
  • Bellibas, M. S., Bulut, O., & Gedik, S. (2017). Investigating professional learning communities in Turkish schools: the effects of contextual factors. Professional Development in Education, 43(3), 353-374.
  • Bollen, K. A. (1989): Structural Equations with Latent Variables. New York: John Wiley & Sons.
  • Boyle, B., Lamprianou, I., & Boyle, T. (2005). A longitudinal study of teacher change: What makes professional development effective? Report of the second year of the study. School Effectiveness and School Improvement, 16(1), 1-27.https://doi.org/10.1080/09243450500114819
  • Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen and J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Newbury Park, CA: Sage.
  • Byrne, B. M. (2011). Structural equation modeling with Mplus: Basic concepts, applications, and programming. Routledge.
  • Carpenter, D. (2015). School culture and leadership of professional learning communities. International Journal of Educational Management, 29(5), 682-694.https://doi.org/10.1108/IJEM-04-2014-0046
  • Cheng, Y. C. (1993). Profiles of organizational culture and effective schools. School Effectiveness and School Improvement, 4(2), 85-110.https://doi.org/10.1080/0924345930040201
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Boston: Pearson.
  • Çalık, T., & Tepe, N. (2019). Ortaokul öğretmenlerinin algılarına göre okul etkililiği ile kolaylaştırıcı okul yapısı ve akademik iyimserlik arasındaki ilişki. Kastamonu Education Journal, 27(4), 1471-1480. doi:10.24106/kefdergi.3008
  • Day, C., & Sachs, J. (2004). Professionalism, performativity and empowerment: Discourses in the politics, policies and purposes of continuing professional development. In C. Day &J. Sachs (Eds.), International handbook on the continuing professional development of teachers (pp. 3–32). Berkshire, UK: Open University Press.
  • Demirtaş, Z. (2010). Okul kültürü ile öğrenci başarısı arasındaki ilişki. Eğitim ve Bilim, 35(158), 3-13.
  • DuFour, R., DuFour, R., & Eaker, R. (2008).Revisiting professional learning communities: New insights for improving schools.Bloomington, IN: Solution Tree.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to Design and Evaluate Research in Education (8th edt.). New York: McGram-Hill Companies.
  • Gaziel, H. H. (1997). Impact of school culture on effectiveness of secondary schools with disadvantaged students. The Journal of Educational Research, 90(5), 310-318.https://doi.org/10.1080/00220671.1997.10544587
  • Hargreaves, D. H. (1995). School culture, school effectiveness and school improvement. School Effectiveness and School Improvement, 6(1), 23-46.https://doi.org/10.1080/0924345950060102
  • Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
  • Hofman, R. H., & Dijkstra, B. J. (2010). Effective teacher professionalization in networks?. Teaching and Teacher Education, 26(4), 1031-1040.https://doi.org/10.1016/j.tate.2009.10.046
  • Hoy, W. K., & Ferguson, J. (1985). A theoretical framework and exploration of organizational effectiveness of schools. Educational Administration Quarterly, 21(2), 117-134.https://doi.org/10.1177/0013161X85021002006
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling: a multidisciplinary journal, 6(1), 1-55.
  • Kline, R. B. (2016). Principles and Practice of Structural Equation Modeling (Fourth Edition). New York: Guilford Press.
  • Kyriakides, L. (2004). Differential school effectiveness in relation to sex and social class: Some implications for policy evaluation. Educational Research and Evaluation, 10(2), 141-161.https://doi.org/10.1076/edre.10.2.141.27907
  • Lieberman, A. (2000). Networks as learning communities: Shaping the future of teacher development. Journal of Teacher Education, 51(3), 221-227.https://doi.org/10.1177/0022487100051003010
  • Lomos, C., Hofman, R. H., & Bosker, R. J. (2011). Professional communities and student achievement–a meta-analysis. School Effectiveness and School Improvement, 22(2), 121-148.https://doi.org/10.1080/09243453.2010.550467
  • Louis, K. S. (2006). Changing the culture of schools: Professional community, organizational learning, and trust. Journal of School Leadership, 16(5), 477–489. https://doi.org/10.1177/105268460601600502
  • Louis, K.S. & Marks, H. (1998). Does professional community affect the classroom? Teachers’ work and student experience in restructured schools. American Journal of Education 106(4), 532–575.https://doi.org/10.1086/444197
  • MacNeil, A. J., Prater, D. L., & Busch, S. (2009). The effects of school culture and climate on student achievement. International Journal of leadership in Education, 12(1), 73-84.https://doi.org/10.1080/13603120701576241
  • Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). New York: McGraw.
  • Olivier, D. F., Antoine, S., Cormier, R., Lewis, V., Minckler, C., & Stadalis, M. (2009, March). Assessing schools as professional learning communities symposium. In annual meeting of the Louisiana Education Research Association, Lafayette. Retrieved from http://ullresearch. pbworks. com/f/Olivier_Assessing_PLCs_Symposium _-_PLCA-R_Introduction. pdf.
  • Özdemir, S. (2012). İlköğretim okullarında okul kültürü ile örgütsel sağlık arasındaki ilişki. Kuram ve Uygulamada Eğitim Yönetimi, 4(4), 599-620.
  • Peterson, K. D., & Deal, T. E. (2009). The shaping school culture fieldbook (Second Edition). San Francisco, CA: Jossey-Bass.
  • Pettigrew, A. 1979. On studying organisational cultures. Administrative Science Quarterly, 24(4), 570–581.
  • Rutter, M., & Maughan, B. (2002). School effectiveness findings 1979–2002. Journal of School Psychology, 40(6), 451-475.https://doi.org/10.1016/S0022-4405(02)00124-3 Sachs, S. K. (2004). Evaluation of teacher attributes as predictors of success in urban schools. Journal of Teacher Education, 55(2), 177-187.https://doi.org/10.1177/0022487103261569
  • Scheerens, J., & Creemers, B. P. (1989). Conceptualizing school effectiveness. International Journal of Educational Research, 13(7), 691-706.
  • Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of psychological research online, 8(2), 23-74.
  • Sezgin, F. (2010). Öğretmenlerin örgütsel bağlılığının bir yordayıcısı olarak okul kültürü. Eğitim ve Bilim, 35(156), 142-159.
  • Shaw, J., & Reyes, P. (1992). School cultures: Organizational value orientation and commitment. The Journal of Educational Research, 85(5), 295-302.
  • Sigurðardóttir, A. K. (2010). Professional learning community in relation to school effectiveness. Scandinavian Journal of Educational Research, 54(5), 395-412.https://doi.org/10.1080/00313831.2010.508904
  • Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221-258.https://doi.org/10.1007/s10833-006-0001-8
  • Şahin, S. (2010). Okul kültürünün bazı değişkenler açısından incelenmesi. İlköğretim Online, 9(2), 561-575.
  • Şahin, S. (2004). Okul müdürü ve öğretmenler ile okulun bazı özellikleri açısından okul kültürü üzerine bir değerlendirme. Kuram ve Uygulamada Eğitim Yönetimi, 39, 458-474.
  • Şenel, T. (2015). İlkokullarda okul iklimi ile okul etkililiği arasındaki ilişki (Yüksek Lisans Tezi). Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Tabachnick, B. G. & Fidell, L. S. (2013). Using Multivariate Statistics. Boston: Pearson.
  • Tabak Yavuz, B., Şahin, F., & Tabak, H. (2018). İlköğretim Kurumu Öğretmenlerinin İşkoliklik Düzeyleri İle Örgüt Sağlığına İlişkin Algıları Arasındaki İlişki. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 19(3), 610-621.https://doi.org/10.17679/inuefd.469687
  • Terzi, A. R. (2005). İlköğretim okullarında örgüt kültürü. Kuram ve Uygulamada Eğitim Yönetimi, 43, 423-442.
  • Van Houtte, M. (2005). Climate or culture? A plea for conceptual clarity in school effectiveness research. School Effectiveness and School Improvement, 16(1), 71-89.https://doi.org/10.1080/09243450500113977
  • Van Houtte, M., & Van Maele, D. (2011). The black box revelation: In search of conceptual clarity regarding climate and culture in school effectiveness research. Oxford Review of Education, 37(4), 505-524.https://doi.org/10.1080/03054985.2011.595552
  • Vanblaere, B., & Devos, G. (2016). Exploring the link between experienced teachers’ learning outcomes and individual and professional learning community characteristics. School Effectiveness and School Improvement, 27(2), 205-227.https://doi.org/10.1080/09243453.2015.1064455
  • Watson, N. (2001). Promising practices: What does it really take to make a difference?. Education Canada, 40(4), 4-6.
  • Zhu, C., Devos, G., & Li, Y. (2011). Teacher perceptions of school culture and their organizational commitment and well-being in a Chinese school. Asia Pacific Education Review, 12(2), 319-328.https://doi.org/10.1007/s12564-011-9146-0
Toplam 50 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Hasan Tabak 0000-0003-3923-5133

Fatih Şahin 0000-0002-6579-2550

Yayımlanma Tarihi 31 Aralık 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 5 Sayı: 2

Kaynak Göster

APA Tabak, H., & Şahin, F. (2020). Investigating the Relationship Between School Effectiveness, Professional Learning Communities, School Culture and Teacher Characteristics. Education Reform Journal, 5(2), 45-59.