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The Relationship between School Climate Perceptions and School Size and Status / Okul İklimi Algıları ile Okulun Büyüklüğü ve Statüsü Arasındaki İlişki

Year 2013, Volume: 4 Issue: 4, 100 - 116, 28.01.2014

Postgrad.esin Çağlayan

Abstract

Over the last three decades, much research into school effectiveness has indicated the importance of school climate in school improvement efforts. This article describes the results of a study on school climate perceptions in relation to school size and status. The study employed a sample of 600 sixth, seventh and eighth grade students and 426 teachers in 16 public and 4 private primary schools in four central districts of Izmir, Turkey. The findings of this descriptive study indicated that both the teachers and the students hold generally positive perceptions about school climate and that there is a significant difference in the school climate perceptions of both the teachers and students in terms of school characteristics. One interesting finding of the present research is that students in public schools have more positive perceptions of school climate than their private school counterparts. In light of the findings of the study, some suggestions were made for school principals as well as policy-makers.

Keywords

School climate school size public schools private schools school improvement

References

  • Akkalkan, H. (2009). Ankara İli Çankaya İlçesinde Okul Büyüklüğünün Öğrencilerin Akademik Başarısı, Okula Devamı ve Disiplini ile İlişkisi. [The relationship between the school size and the academic success, school attendance, discipline in Ankara, Çankaya district]. Unpublished Master’s Thesis. Ankara University, Institute of Educational Sciences, Ankara.
  • Akşit, N. (2007). Educational reform in Turkey. International Journal of Educational Development, 27: 129-137.
  • Arslan, H., Satıcı, A., ve Kuru, M. (2006). Devlet ve Özel İlköğretim Okullarının Etkililiğinin Araştırılması. Eğitim ve Bilim, 31(142): 15-25.
  • Bağışlar, Y. (2006). İlköğretim Okullarında OGM Uygulamalarına İlişkin; Yönetici, Öğretmen ve Öğrencilerin Değerlendirme Farklılıkları. [Evaluation difference of directors, teachers and students conducted to OGM applications in primary schools]. Unpublished Master’s Thesis. Atılım University, Social Sciences Institute, Ankara.
  • Balcı, A. (2000). Etkili Okul ve Okul Geliştirme: Kuram, Uygulama ve Araştırma. Ankara: Pegem A Yayıncılık Tic. Ltd. Şti. 3rd edition.
  • Brown, S. P. (1996). A meta-analysis and review of organizational research on job involvement. Psychological Bulletin, 120: 235–255.
  • Bryk, A. S., and Driscoll, M. E. (1988). The High School as Community: Contextual Influences and Consequences for Students and Teachers. Madison, WI: National Center for Effective Secondary Schools, University of Wisconsin.
  • Bryk, A. S., and Hermanson, K. L. (1993). Educational Indicator Systems: Observations on Their Structure, Interpretation, and Use. Review of Research in Education, 19: 451-484
  • Bryk, A. S., Sebring, P. B., Allensworth, E., Luppescu, S., and Easton, J. Q. (2010). Organizing schools for improvement: Lessons from Chicago. Chicago, IL: University of Chicago Press.
  • Bulach, C., Malone, B., and Castleman, C. (1995). An investigation of variables related to student achievement. Mid-Western Educational Researcher, 8(2): 23-29.
  • Butt, G., Lance, A., Fielding, A., Gunter, H., Rayner, S., and Thomas, H. (2005). Teacher job satisfaction: Lessons from the TSW pathfinder project. School Leadership and Management, 25: 455–471.
  • Choy, Susan P. (1997). Public and Private Schools: How Do They Differ? Findings from "The Condition of Education, 1997," U.S. Department of Education, National Center for Education Statistics, Office of Educational Research and Improvement, No. 12.
  • Cinoglu, M. (2006). Private education as a policy tool in Turkey. International Education Journal, 7(5): 676-687.
  • Cohen, J,.McCabe, L, Michelli, N.M., and Pickeral, T. (2009). School Climate: Research, Policy, Teacher Education and Practice. Teachers College Record, 111(1), 180-213.
  • Cotton, K. (1996). School size, school climate, and student performance. In School Improvement Research Series. Portland, OR: Northwest Regional Educational Laboratory. [Internet- 06.07.2012] www.nwrel.org/scpd/sirs /10/c020.htm
  • Çıngı, H., Kadılar, C., and Koçberber, G. (2007). Türkiye Genelinde İlk ve Ortaöğretim Olanaklarının İncelenmesi ve Belirlenen Aksaklıklara Çözüm Önerilerinin Getirilmesi. [Examination of educational opportunities at primary and secondary schools in Turkey and suggestions for resolutions of the identified problems]. TÜBİTAK, Project No: 106K077, Ankara: Hacettepe Üniversitesi
  • De Nobile, J., and McCormick, J. (2005). Job satisfaction and occupational stress in Catholic primary schools. Paper presented at the annual conference of the Australian Association for Research in Education, Nov. 27-Dec 01, 2005, Sydney, Australia.
  • Finnan, C., Schnepel, K.C. and Anderson, L.W. (2003) Powerful learning environments: The critical link between school and classroom cultures. Journal of Education for Students Placed At Risk, 9(4): 391-418.
  • Fisher, D. L., and Fraser, B. J. (1991). School climate and teacher professional development. South Pacific Journal of Teacher Education, 19: 15–30.
  • Fowler, W. J., Jr., and Wahlberg, H. J. (1991). School size, characteristics, and outcomes. Educational Evaluation and Policy Analysis, 13: 189–202.
  • Freiberg, H. J. (2003). Introduction. In H. J. Freiberg (Ed.), School climate: Measuring, improving, and sustaining healthy learning environments (pp. 1-10). New York: Routledge Falmer.
  • Freiberg, H. J., and Stein, T. A. (2003). Measuring, improving and sustaining healthy learning environments. In H. J. Freiberg (Ed.), School climate: Measuring, improving, and sustaining healthy learning environments (pp. 11-29). New York: Routledge Falmer.
  • Ghaith, G. (2003). The relationship between forms of instruction, achievement and perceptions of classroom climate. Educational Researcher, 45 (1): 83-93.
  • Grosin, L. (1991). School climate, achievement, and behavior in eight Swedish junior high schools. Paper presented at the annual meeting of the International Congress for School Effectiveness and Improvement, January 1991, Cardiff, Wales, United Kingdom.
  • Guo, P. and Higgins-D’Alessandro, A. (2011).The place of teachers’ views of teaching in promoting positive school culture and student prosocial and academic outcomes. Paper presented at the Association for Moral Education Annual Conference, October 10, 2011, Nanjing, China.
  • Gündüz, H. (2008). İlköğretim Okullarında Örgütsel İklim ile Öğretmenlerin İş Doyumu Arasındaki İlişki (Gaziantep İli Örneği). [The relationship between the organizational climate and the job satisfaction of teachers working in primary schools (a study in Gaziantep)]. Unpublished Master’s Thesis. Gaziantep University, Gaziantep.
  • Hoy, W. K., and Tarter, C. J. (1992). Measuring the Health of the School Climate: A Conceptual Framework. NASSP Bulletin, 76: 74-79.
  • Hoy, W. K., and Woolfolk, A. E. (1993). Teachers’ sense of efficacy and the organizational health of schools. Elementary School Journal, 93: 355-372.
  • Hoy, W. K., Hannum, J., and Tschannen-Moran, M. (1998). Organizational climate and student achievement: a parsimonious and longitudinal view. Journal of School Leadership, 8: 336-359.
  • Hoy, W. K., and Miskel, C. G. (2005). Educational Administration: Theory, Research, And Practice, 7th edition. New York: McGraw-Hill.
  • Karabulut, S. (1996). Eğitim Sistemimiz İçerisinde Başarılı Özel Eğitim Kurumlarının Model Yapısı, İşleyişi ve Uygulamaları Üzerine Bir Araştırma. [A Study on the Structure, Management Style and Practices of Successful Educational Institutions]. Unpublished Master’s Thesis. Sakarya Üniversitesi, Sakarya.
  • Karaköse, T., and Kocabaş, İ. (2006) Özel ve Devlet Okullarında Ögretmenlerin Beklentilerinin İş Doyumu ve Motivasyon Üzerine Etkileri. [The Effect of Teachers’ Expectations on Job Satisfaction and Motivation in Private and Public Schools]. Eğitimde Kuram ve Uygulama/Journal of Theory and Practice in Education, 2 (1): 3-14.
  • Karaman K., Yücel, C. and Dönder, H. (2008). The relationships between bureaucracy and organizational citizenship behaviors in elementary schools based on teachers’ perceptions. Educational Administration: Theory and Practice, 53: 49-74
  • Karasar, N. (2004). Bilimsel Araştırma Yöntemi. [Scientific Research Method]. Ankara: Nobel Yayın Dağıtım.
  • Kuperminc, G., Leadbeater, B., Emmons, C., and Blatt, S. (1997). Perceived school climate and difficulties in adolescents’ internalizing and externalizing problems. Applied Developmental Science, 1: 76–88.
  • Lee, V. E. and Loeb, S. (2000). School Size in Chicago Elementary Schools: Effects on Teachers' Attitudes and Students' Achievement. American Educational Research Journal, 37(1): 3-31
  • Likert, R. (1967). The Human Organization. New York: McGraw-Hill.
  • McCathern, D. A. Jr. (2004). The relationship between prek-5 and k-5 elementary school size and student achievement of grade 5 students on the MAT7 in South Carolina for the school years 1996-97 and 1997-98. Unpublished doctoral dissertation, University of South Carolina, Columbia.
  • MacNeil, A. J., Prater, D. L., and Busch, S. (2009). The effects of school culture and climate on student achievement. International Journal of Leadership in Education, 12: 73-84.
  • McNeely, C. A., Nonnemaker, J. M., and Blum, R. W. (2002). Promoting student connectedness to school: Evidence from the national longitudinal study of adolescent health. Journal of School Health, 72: 138-146.
  • McPartland, J., Balfanze, R., Jordon, W., and Legters, N. (1998). Improving climate and achievement in troubled urban high schools through the talent development model. Journal of Education for Students Placed at Risk, 3(4): 337-361.
  • Miller, W. C. (1981). Staff Morale, School Climate, and Educational Productivity. Educational Leadership, 38(6): 483-86.
  • Mitchell, M.M., Bradshaw, C.P. and Leaf, P.J. (2010), Student and Teacher Perceptions of School Climate: A Multilevel Exploration of Patterns of Discrepancy. Journal of School Health, 80: 271–279.
  • Onoye, K. J. (2004). A case study of a successful urban school: climate, culture and leadership factors that impact student achievement. Unpublished Doctoral Dissertation. USA: University of Southern California.
  • Pas, E. T., Brashaw, C. P., and Hershfeldt, P. A. (2012). Teacher- and school-level predictors of teacher efficacy and burnout: Identifying potential areas for support. Journal of School Psychology, 50:129-145.
  • Pepper, K., and Thomas, L. H. (2002). Making a change: The effects of the leadership role on school climate. Learning Environments Research, 5: 155-166.
  • Roeser, R., Eccles, J., and Sameroff, A. (2000). School as a context of early adolescents’ academic and social-emotional development: A summary of research findings. The Elementary School Journal, 100: 443–471.
  • Rosenholtz, S. J., and Simpson, C. (1990).Workplace conditions and the rise and fall of teachers' commitment. Sociology of Education, 63(4):241–257.
  • Schmoker, M. (2004). Tipping point: From feckless reform to substantial instructional improvement. Phi Delta Kappan, 85(6): 424-432.
  • Stevens, C. J., and Sanchez, K. S. (1999).Perceptions of parents and community members as a measure of school climate. In H.J. Freiberg (Ed.), School Climate: Measuring, Improving and Sustaining Healthy Learning Environments. (pp.129-152). Philadelphia, PA: Falmer Press.
  • Stevenson, K. R. (2006). School size and its relationship to student outcomes and school climate: A review and analysis of eight South Carolina state-wide studies. National Clearinghouse for Educational Facilities. [Internet-06.07.2012] www.edfacilities.org/pubs/size_outcomes.pdf
  • Sweetland, S. R., and Hoy, W. K. (2000). School characteristics and educational outcomes: Toward an organizational model of student achievement in middle schools. Educational Administration Quarterly, 36(5): 703-729.
  • Şahin, İ. (2013). İlköğretim Okul Müdürlerinin Okul Geliştirme Stratejileri ve Uygulamalarına İlişkin Görüşleri. [The Principals of Primary Schools Ideas on Their School Development Strategies and Practices]. Kuram ve Uygulamada Eğitim Bilimleri / Educational Sciences: Theory & Practice, 13(1): 229-250.
  • Şahin, K. (2005). İlköğretim okulu öğretmenlerinin mesleki tutumları ile okul iklimi arasındaki ilişki. [The relationship between primary school teachers' professional attitudes and school climate]. Unpublished Master’s Thesis. İzmir: Dokuz Eylül University, Institute of Educational Sciences.
  • Talbert, J., and McLaughlin, M. (2002). Professional communities and the artisan model of teaching. Teachers and Teaching: Theory and Practice, 8(3): 325-343.
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  • Witcher, A. E. (1993). Assessing School Climate: An Important Step for Enhancing School Quality. NASSP Bulletin, 9: 1-5
  • Yılmaz, K. (2005). İlköğretim Okulu Öğrencilerinin Okul Yaşamının Niteliğine Ilişkin Görüşleri. [The Opinions of the Students in Primary Schools about the Quality of School Life]. Pamukkale University, Journal of Education, 17(1): 1-13.
  • Zullig, K. J., Koopman, T. M., Patton, J. M., and Ubbes, V. A. (2010). School Climate: Historical Review, Instrument Development, and School Assessment. Journal of Psychoeducational Assessment, 28: 139-152.

Okul İklimi Algıları ile Okulun Büyüklüğü ve Statüsü Arasındaki İlişki / The Relationship between School Climate Perceptions and School Size and Status1

Year 2013, Volume: 4 Issue: 4, 100 - 116, 28.01.2014

Postgrad.esin Çağlayan

Abstract

Okul iklimi araştırmaları, olumlu okul ikliminin, öğrencilerin akademik başarısının ve öğretmenlerin iş doyumlarının önemli bir göstergesi olduğunu ortaya koymuştur. Geçtiğimiz otuz yılda gerçekleştirilen etkili okul araştırmalarında okul ikliminin, okul geliştirme çabalarındaki önemli rolü vurgulanmaktadır. Okul ikliminin açık bir biçimde ortaya konulması, okul geliştirme faaliyetlerinin en önemli aşamasıdır. Okul ikliminin ele alındığı bu araştırmanın amacı, öğretmen ve öğrenci algıları açısından ilköğretim okullarının örgütsel iklimini belirlemek ve mevcut iklimi, okul türü ve büyüklüğü açısından değerlendirmektir. 

Keywords

Okul iklimi okul büyüklüğü devlet okulları özel okullar okul geliştirme

References

  • Akkalkan, H. (2009). Ankara İli Çankaya İlçesinde Okul Büyüklüğünün Öğrencilerin Akademik Başarısı, Okula Devamı ve Disiplini ile İlişkisi. [The relationship between the school size and the academic success, school attendance, discipline in Ankara, Çankaya district]. Unpublished Master’s Thesis. Ankara University, Institute of Educational Sciences, Ankara.
  • Akşit, N. (2007). Educational reform in Turkey. International Journal of Educational Development, 27: 129-137.
  • Arslan, H., Satıcı, A., ve Kuru, M. (2006). Devlet ve Özel İlköğretim Okullarının Etkililiğinin Araştırılması. Eğitim ve Bilim, 31(142): 15-25.
  • Bağışlar, Y. (2006). İlköğretim Okullarında OGM Uygulamalarına İlişkin; Yönetici, Öğretmen ve Öğrencilerin Değerlendirme Farklılıkları. [Evaluation difference of directors, teachers and students conducted to OGM applications in primary schools]. Unpublished Master’s Thesis. Atılım University, Social Sciences Institute, Ankara.
  • Balcı, A. (2000). Etkili Okul ve Okul Geliştirme: Kuram, Uygulama ve Araştırma. Ankara: Pegem A Yayıncılık Tic. Ltd. Şti. 3rd edition.
  • Brown, S. P. (1996). A meta-analysis and review of organizational research on job involvement. Psychological Bulletin, 120: 235–255.
  • Bryk, A. S., and Driscoll, M. E. (1988). The High School as Community: Contextual Influences and Consequences for Students and Teachers. Madison, WI: National Center for Effective Secondary Schools, University of Wisconsin.
  • Bryk, A. S., and Hermanson, K. L. (1993). Educational Indicator Systems: Observations on Their Structure, Interpretation, and Use. Review of Research in Education, 19: 451-484
  • Bryk, A. S., Sebring, P. B., Allensworth, E., Luppescu, S., and Easton, J. Q. (2010). Organizing schools for improvement: Lessons from Chicago. Chicago, IL: University of Chicago Press.
  • Bulach, C., Malone, B., and Castleman, C. (1995). An investigation of variables related to student achievement. Mid-Western Educational Researcher, 8(2): 23-29.
  • Butt, G., Lance, A., Fielding, A., Gunter, H., Rayner, S., and Thomas, H. (2005). Teacher job satisfaction: Lessons from the TSW pathfinder project. School Leadership and Management, 25: 455–471.
  • Choy, Susan P. (1997). Public and Private Schools: How Do They Differ? Findings from "The Condition of Education, 1997," U.S. Department of Education, National Center for Education Statistics, Office of Educational Research and Improvement, No. 12.
  • Cinoglu, M. (2006). Private education as a policy tool in Turkey. International Education Journal, 7(5): 676-687.
  • Cohen, J,.McCabe, L, Michelli, N.M., and Pickeral, T. (2009). School Climate: Research, Policy, Teacher Education and Practice. Teachers College Record, 111(1), 180-213.
  • Cotton, K. (1996). School size, school climate, and student performance. In School Improvement Research Series. Portland, OR: Northwest Regional Educational Laboratory. [Internet- 06.07.2012] www.nwrel.org/scpd/sirs /10/c020.htm
  • Çıngı, H., Kadılar, C., and Koçberber, G. (2007). Türkiye Genelinde İlk ve Ortaöğretim Olanaklarının İncelenmesi ve Belirlenen Aksaklıklara Çözüm Önerilerinin Getirilmesi. [Examination of educational opportunities at primary and secondary schools in Turkey and suggestions for resolutions of the identified problems]. TÜBİTAK, Project No: 106K077, Ankara: Hacettepe Üniversitesi
  • De Nobile, J., and McCormick, J. (2005). Job satisfaction and occupational stress in Catholic primary schools. Paper presented at the annual conference of the Australian Association for Research in Education, Nov. 27-Dec 01, 2005, Sydney, Australia.
  • Finnan, C., Schnepel, K.C. and Anderson, L.W. (2003) Powerful learning environments: The critical link between school and classroom cultures. Journal of Education for Students Placed At Risk, 9(4): 391-418.
  • Fisher, D. L., and Fraser, B. J. (1991). School climate and teacher professional development. South Pacific Journal of Teacher Education, 19: 15–30.
  • Fowler, W. J., Jr., and Wahlberg, H. J. (1991). School size, characteristics, and outcomes. Educational Evaluation and Policy Analysis, 13: 189–202.
  • Freiberg, H. J. (2003). Introduction. In H. J. Freiberg (Ed.), School climate: Measuring, improving, and sustaining healthy learning environments (pp. 1-10). New York: Routledge Falmer.
  • Freiberg, H. J., and Stein, T. A. (2003). Measuring, improving and sustaining healthy learning environments. In H. J. Freiberg (Ed.), School climate: Measuring, improving, and sustaining healthy learning environments (pp. 11-29). New York: Routledge Falmer.
  • Ghaith, G. (2003). The relationship between forms of instruction, achievement and perceptions of classroom climate. Educational Researcher, 45 (1): 83-93.
  • Grosin, L. (1991). School climate, achievement, and behavior in eight Swedish junior high schools. Paper presented at the annual meeting of the International Congress for School Effectiveness and Improvement, January 1991, Cardiff, Wales, United Kingdom.
  • Guo, P. and Higgins-D’Alessandro, A. (2011).The place of teachers’ views of teaching in promoting positive school culture and student prosocial and academic outcomes. Paper presented at the Association for Moral Education Annual Conference, October 10, 2011, Nanjing, China.
  • Gündüz, H. (2008). İlköğretim Okullarında Örgütsel İklim ile Öğretmenlerin İş Doyumu Arasındaki İlişki (Gaziantep İli Örneği). [The relationship between the organizational climate and the job satisfaction of teachers working in primary schools (a study in Gaziantep)]. Unpublished Master’s Thesis. Gaziantep University, Gaziantep.
  • Hoy, W. K., and Tarter, C. J. (1992). Measuring the Health of the School Climate: A Conceptual Framework. NASSP Bulletin, 76: 74-79.
  • Hoy, W. K., and Woolfolk, A. E. (1993). Teachers’ sense of efficacy and the organizational health of schools. Elementary School Journal, 93: 355-372.
  • Hoy, W. K., Hannum, J., and Tschannen-Moran, M. (1998). Organizational climate and student achievement: a parsimonious and longitudinal view. Journal of School Leadership, 8: 336-359.
  • Hoy, W. K., and Miskel, C. G. (2005). Educational Administration: Theory, Research, And Practice, 7th edition. New York: McGraw-Hill.
  • Karabulut, S. (1996). Eğitim Sistemimiz İçerisinde Başarılı Özel Eğitim Kurumlarının Model Yapısı, İşleyişi ve Uygulamaları Üzerine Bir Araştırma. [A Study on the Structure, Management Style and Practices of Successful Educational Institutions]. Unpublished Master’s Thesis. Sakarya Üniversitesi, Sakarya.
  • Karaköse, T., and Kocabaş, İ. (2006) Özel ve Devlet Okullarında Ögretmenlerin Beklentilerinin İş Doyumu ve Motivasyon Üzerine Etkileri. [The Effect of Teachers’ Expectations on Job Satisfaction and Motivation in Private and Public Schools]. Eğitimde Kuram ve Uygulama/Journal of Theory and Practice in Education, 2 (1): 3-14.
  • Karaman K., Yücel, C. and Dönder, H. (2008). The relationships between bureaucracy and organizational citizenship behaviors in elementary schools based on teachers’ perceptions. Educational Administration: Theory and Practice, 53: 49-74
  • Karasar, N. (2004). Bilimsel Araştırma Yöntemi. [Scientific Research Method]. Ankara: Nobel Yayın Dağıtım.
  • Kuperminc, G., Leadbeater, B., Emmons, C., and Blatt, S. (1997). Perceived school climate and difficulties in adolescents’ internalizing and externalizing problems. Applied Developmental Science, 1: 76–88.
  • Lee, V. E. and Loeb, S. (2000). School Size in Chicago Elementary Schools: Effects on Teachers' Attitudes and Students' Achievement. American Educational Research Journal, 37(1): 3-31
  • Likert, R. (1967). The Human Organization. New York: McGraw-Hill.
  • McCathern, D. A. Jr. (2004). The relationship between prek-5 and k-5 elementary school size and student achievement of grade 5 students on the MAT7 in South Carolina for the school years 1996-97 and 1997-98. Unpublished doctoral dissertation, University of South Carolina, Columbia.
  • MacNeil, A. J., Prater, D. L., and Busch, S. (2009). The effects of school culture and climate on student achievement. International Journal of Leadership in Education, 12: 73-84.
  • McNeely, C. A., Nonnemaker, J. M., and Blum, R. W. (2002). Promoting student connectedness to school: Evidence from the national longitudinal study of adolescent health. Journal of School Health, 72: 138-146.
  • McPartland, J., Balfanze, R., Jordon, W., and Legters, N. (1998). Improving climate and achievement in troubled urban high schools through the talent development model. Journal of Education for Students Placed at Risk, 3(4): 337-361.
  • Miller, W. C. (1981). Staff Morale, School Climate, and Educational Productivity. Educational Leadership, 38(6): 483-86.
  • Mitchell, M.M., Bradshaw, C.P. and Leaf, P.J. (2010), Student and Teacher Perceptions of School Climate: A Multilevel Exploration of Patterns of Discrepancy. Journal of School Health, 80: 271–279.
  • Onoye, K. J. (2004). A case study of a successful urban school: climate, culture and leadership factors that impact student achievement. Unpublished Doctoral Dissertation. USA: University of Southern California.
  • Pas, E. T., Brashaw, C. P., and Hershfeldt, P. A. (2012). Teacher- and school-level predictors of teacher efficacy and burnout: Identifying potential areas for support. Journal of School Psychology, 50:129-145.
  • Pepper, K., and Thomas, L. H. (2002). Making a change: The effects of the leadership role on school climate. Learning Environments Research, 5: 155-166.
  • Roeser, R., Eccles, J., and Sameroff, A. (2000). School as a context of early adolescents’ academic and social-emotional development: A summary of research findings. The Elementary School Journal, 100: 443–471.
  • Rosenholtz, S. J., and Simpson, C. (1990).Workplace conditions and the rise and fall of teachers' commitment. Sociology of Education, 63(4):241–257.
  • Schmoker, M. (2004). Tipping point: From feckless reform to substantial instructional improvement. Phi Delta Kappan, 85(6): 424-432.
  • Stevens, C. J., and Sanchez, K. S. (1999).Perceptions of parents and community members as a measure of school climate. In H.J. Freiberg (Ed.), School Climate: Measuring, Improving and Sustaining Healthy Learning Environments. (pp.129-152). Philadelphia, PA: Falmer Press.
  • Stevenson, K. R. (2006). School size and its relationship to student outcomes and school climate: A review and analysis of eight South Carolina state-wide studies. National Clearinghouse for Educational Facilities. [Internet-06.07.2012] www.edfacilities.org/pubs/size_outcomes.pdf
  • Sweetland, S. R., and Hoy, W. K. (2000). School characteristics and educational outcomes: Toward an organizational model of student achievement in middle schools. Educational Administration Quarterly, 36(5): 703-729.
  • Şahin, İ. (2013). İlköğretim Okul Müdürlerinin Okul Geliştirme Stratejileri ve Uygulamalarına İlişkin Görüşleri. [The Principals of Primary Schools Ideas on Their School Development Strategies and Practices]. Kuram ve Uygulamada Eğitim Bilimleri / Educational Sciences: Theory & Practice, 13(1): 229-250.
  • Şahin, K. (2005). İlköğretim okulu öğretmenlerinin mesleki tutumları ile okul iklimi arasındaki ilişki. [The relationship between primary school teachers' professional attitudes and school climate]. Unpublished Master’s Thesis. İzmir: Dokuz Eylül University, Institute of Educational Sciences.
  • Talbert, J., and McLaughlin, M. (2002). Professional communities and the artisan model of teaching. Teachers and Teaching: Theory and Practice, 8(3): 325-343.
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There are 64 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Educational Sciences and Sciences of Field Education
Authors

Postgrad.esin Çağlayan

Publication Date January 28, 2014
Published in Issue Year 2013Volume: 4 Issue: 4

Cite

APA Çağlayan, P. (2014). The Relationship between School Climate Perceptions and School Size and Status / Okul İklimi Algıları ile Okulun Büyüklüğü ve Statüsü Arasındaki İlişki. E-Uluslararası Eğitim Araştırmaları Dergisi, 4(4), 100-116.
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