Okul Yaşam Kalitesinin Bazı Değişkenlere Göre İncelenmesi

Tunç, Erhan; Beşaltı, Mehmet

doi:10.19128/turje.181090

Cited by 6 publications

(7 citation statements)

References 14 publications

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“…The Table 1 contains the researches done in the countries. [15] Study of Quality of school life Based on Certain Variables Finland Tangen [32] Conceptualising quality of school life from pupils' perspectives: a four-dimensional model Danielsen, Samdal, Hetland & Wold [33] School-Related Social Support and Learners' Perceived Life Satisfaction Eerola & Eerola [34] Extended music education enhances the quality of school life Park & Lee [35] School-level determinants of teacher collegial interaction: Evidence from lower secondary schools in England, Finland, South Korea, and the USA Yoon & Järvinen [36] Are model PISA pupils at school? Quality of School Life of Adolescents in Finland and Korea…”

Section: Resultsmentioning

confidence: 99%

“…In the literature, many studies examining the effects of quality of school life can be found in the studies conducted on the subject [1,[9][10][11]. When these studies are examined briefly; we can see [12][13][14][15], examining the quality of school life according to some variables (bullying, empathy development, etc.) and research titles such as relationship of quality of school life with the implicit curriculum, determination of quality of school life in high schools, concept of self and quality of school life and developing a scale on this subject.…”

Section: Issn: 2252-8822 mentioning

confidence: 99%

“…The research of Tunç and Beşaltı [15] was carried out on 6 th , 7 th and 8 th grade learners (n = 469). As a result of the research, in terms of gender; there were significant differences between the scores obtained from the "communication between learners" and "teacher dimension" subscales of the Quality of School Life Scale; according to parents' living together or separately, between the scores they obtained from the "teacher dimension" subscale; according to their perceived socio-economic levels, between the scores obtained from the sub-scales of "status", "school management", "feelings about the school" and "teacher dimension" and between the scores obtained from the total of the scale; according to the learners' perception of themselves in terms of school success, between the scores obtained from the "status", "school management" and "feelings about school" subscales.…”

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confidence: 99%

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Quality of school life in Turkey, Finland and South Korea

Kesici

Ceylan²

2020

IJERE

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<span>This study was aimed to compare the major studies conducted on the quality of school life in Turkey, Finland and South Korea. The study focuses on which dimensions of quality of school life research in these three countries were examined, their participants, school levels and research methods. This research is in the literature review model. In this context, data were obtained by scanning the related books, theses and articles. In the research, document analysis technique of qualitative research method was used to collect data. Based on the research findings, it is seen that research studies have been conducted in Finland to establish the theoretical framework for conceptualization of the subject. Qualitative, quantitative and mixed methods were used in research studies conducted in South Korea. In the research conducted in three countries, the concept of self, bullying, implicit program, gender, socio-economic level, classmate, teacher and family support, self-efficacy, music, living environment, self and teacher-learner relationship have been determined to affect quality of school life. In the research studies conducted in Turkey, levels of quality of school life were detected, whereas in the research studies conducted in South Korea, the importance of traditional values of Confucius doctrine were focused on.</span>

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Section: Resultsmentioning

confidence: 99%

Section: Issn: 2252-8822 mentioning

confidence: 99%

mentioning

confidence: 99%

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Quality of school life in Turkey, Finland and South Korea

Kesici

Ceylan²

2020

IJERE

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“…Eğitimin temel girdisi öğrencilerdir. İlgili literatürde de öğrencilerin kendilerini okulda iyi ve mutlu hissetmeleriyle ilgili olarak birçok araştırmaya ulaşılmış ve okul yaşam kalitesinin öğrencilerin özgüveni, akademik çalışmalara karşı motivasyonları, tutumları ve başarıları, yaşam doyumları, benlik saygıları, davranış biçimleri, okula bağlılıkları üzerinde çok büyük etkilere sahip olduğu görülmüştür (Akgül Gündoğdu & Güler, 2016;Akın Kösterelioğlu & Kösterelioğlu, 2015;Argon & İsmetoğlu, 2016;Ayık & Ataş-Akdemir, 2015;Baker, 1999;Berndt, 1999;Bilgiç, 2009;Bourke & Smith, 1989;Gedik, 2014;İlmen, 2010;İnal & Sadık, 2014;Kim & Kim, 2013;Lee, Zhang & Song, 2011;Leonard, 2002;Ostroff, 1992;Pawlovich, 1983;Sarı, 2012;Sarı & Cenkseven, 2008;Hunt-Sartori, 2007;Kalaycı & Özdemir, 2013;Tunç & Beşaltı, 2014;Wolf, Chandler & Spies, 2001). …”

Section: Türkçe Sürümü Girişunclassified

Öğretmenlerin Okul Yaşam Kalitesi Algıları İle Sınıf Yönetimine Yönelik Tutum ve İnançlarının İncelenmesi

Zenciroğlu¹,

Sadık²

2018

Cukurova University Faculty of Education Journal

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This research investigating teachers' attitude and beliefs about classroom management through their perceptions of the quality of school life is a descriptive survey study. A total of 198 teachers (32 from primary schools, 98 from secondary schools and 68 from high schools) working in the Tercan District of Erzincan participated in the study. The data was collected through the "The Quality of School Life Scale (QSLS)" developed by Sarı (2007) and "Attitudes and Beliefs on Classroom Control (ABCC) Inventory" developed by Martin, Yin and Baldwin (1998), adopted into Turkish by Ekici (2008). Besides descriptive statistics, the Mann Whitney U-Test and the Kruskal Wallis Test were used for the data analysis. At the end of the study, it was found that the teachers' perceptions about the quality of the school life range in the mid-level. The teachers' perceptions about "Status" and "School Administration" were found to be more positive while their perceptions about students were more negative. With regard to different study cycles, primary school and high school teachers' perceptions and, with regard to different subjects, social science teachers' perceptions about the quality of school life were found to be more positive. The variables of gender and years of experience did not make a significant difference in the teachers' perceptions about the quality of school life. The teachers' attitudes about instructional management were found to be interventionist, while attitudes about people and behavior management were found to be interactionist; with gender, years of experience, study cycles and subjects not causing significant differences in these behaviors. The perception of the quality of school life did not make a significant difference for their attitudes about instruction and behavior management while teachers were detected to be more interactionist towards people management at schools where the quality of life was perceived to be better.

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“…Okul yaşamı kalitesi kavramını ilk olarak Epstein ve Mc Portland (1976) kullanmıştır (Demir & Yıldızlı, 2015;Erden & Erdem, 2013). Okul yaşam kalitesi, öğrencilerin akademik başarası ve eğitimin diğer çıktıları üzerinde önemli etkilere sahiptir (Tunç & Beşaltı, 2014). Kaliteli okullar hem öğrenci hem de öğretmen açısından büyük öneme sahiptir.…”

Section: Okul Yaşam Kalitesiunclassified

İlköğretim Okullarında Görev Yapan Öğretmenlerin Okul Yaşam Kalitesi Algıları ile İş Doyumu Algıları Arasındaki İlişki

Çoruk¹

2017

DUZGEF

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Bu araştırmada, ilköğretim öğretmenlerinin okul yaşam kalitesi algılama düzeyleri ile iş doyumu algıları arasındaki ilişki incelenmiştir. Çeşitli bireysel özelliklere, sosyal ve demografik değişkenlere bağlı olarak öğretmenlerin okul yaşam kalitesi algıları ve iş doyumu algıları arasındaki anlamlı farklılıklar belirlenmeye çalışılmıştır. Araştırmada betimsel nitelikte ilişkisel tarama modeli kullanılmış ve veri elde etmek için anket tekniği uygulanmıştır. Çalışmada, "Minnesota İş Doyumu Anketi" ile Tunacan (2005) ve Doğan (2005)'ın araştırmalarında kullanılan anket formlarındaki maddelerin Gündüz (2008) tarafından ifadeleri değiştirilen ve iş doyumunu etkileyen faktörler göz önünde bulundurularak hazırlanan 20 soruluk iş doyumu anketi kullanılmıştır. Okul yaşam kalitesini ölçmek için ise Sarı (2007) tarafından geliştirilen ve İlmen (2010) tarafından revize edilen "Okul Yaşam Kalitesi Ölçeği" kullanılmıştır. Elde edilen verilerin çözümlenmesinde frekans, yüzde, ortalama, standart sapma, t-testi, ANOVA ve Pearson Momentler Çarpımı testleri kullanılmıştır. Araştırmanın evrenini, 2014-2015 eğitim-öğretim yılında Çanakkale merkezde görev yapan ilk ve ortaokul öğretmenleri oluşturmaktadır. 210 kadın, 100 erkek olmak üzere toplam örneklem 310 kişidir. Araştırmanın neticesinde ilk ve ortaokul öğretmenlerinin iş doyum algıları ile okul yaşam kalitesi algıları arasında pozitif yönde anlamlı bir ilişki bulunmuştur.

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Okul Yaşam Kalitesinin Bazı Değişkenlere Göre İncelenmesi

Cited by 6 publications

References 14 publications

Quality of school life in Turkey, Finland and South Korea

Quality of school life in Turkey, Finland and South Korea

Öğretmenlerin Okul Yaşam Kalitesi Algıları İle Sınıf Yönetimine Yönelik Tutum ve İnançlarının İncelenmesi

İlköğretim Okullarında Görev Yapan Öğretmenlerin Okul Yaşam Kalitesi Algıları ile İş Doyumu Algıları Arasındaki İlişki

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