The Key Of Successful Schools: The Correlates Of School Effectiveness

Abstract

ÖzetYönetim alanında örgütlerin etkililiğinin ne olduğuna ilişkin tartışmalar devam ederken, okul örgütlerinin etkililiği konusunun okulların performansına ve akademik başarılarına odaklandığı ve okul yöneticilerinin bu durumu yönetim için sürekli ve temel bir problem olarak kabul ettikleri görülmektedir. Bu çalışmada, uzun süredir devam eden etkili okul araştırmalarının ortaya koyduğu ve başarılı okulları diğerlerinden ayıran etkili okul değişkenleri, okul başarısının anahtarı olarak kabul edilmiş, güvenli ve düzenli bir okul çevresi, bütün öğrencilerin öğrenebileceğine ilişkin yüksek beklentiler ve açıkça ortaya konmuş misyon, bütün öğrencilere öğrenme fırsatları sağlama ve öğretim zamanını etkili kullanma, öğrencilerin gelişimlerinin gözlenmesi, öğretimsel lider olan okul yöneticisi ve olumlu bir okul-aile ilişkisi olarak belirlenen değişkenlerin hepsi birlikte etkileşerek istenen okul başarısını getirebileceği tartışılmıştır. Anahtar Kelimeler: Okul Başarısı, Etkili Okul, Etkili Okul Değişkenleri THE KEY OF SUCCESSFUL SCHOOLS: THE CORRELATES OF SCHOOL EFFECTİVENESS AbstractWhile it has been discussed that what the effectiveness is in management literature, it has been seen that the effectiveness of school organization focused on the performance and academic success of schools and the principals accepted this issue as a basic and continuing problem. In this study, the effective schools correlates which the effective school studies have presented and separated successful schools from the others are accepted as the key of school success; it is discussed that school success can be occurred when the correlates (safe and orderly school environment, great expectations for all students learning and a mission, learning opportunity for all students and effective instruction time, monitoring students' development, principal as an instructional leader and positive school-parent relationship) influence each other.

School Administrators’ Self-Efficacy Beliefs and Leadership Styles

“…There are many factors impacti ng school effectiveness. The variables that discriminate effective schools from the others are high expectations that every student can l earn, a clear mission, learning opportuniti es for every student, using instructional time effectively, monitoring the development of the students, having a school admi nistrator who is an instructional l eader, and a positive relationship between schools and the parents (Cobanoglu and Badavan, 2017). Among these vari ables, it is possible to claim that school effectiveness is mostly based on the administrator who is responsible for conducting the educational and instructional programs at school ( Purkey&Smith, 1982;Edmonds, 1979;Levine&Lezotte, 1990;Stefano, 2003;Maciel, 2005).…”

The Impact of Shared Instructional Leadership and Social Capital on School Effectiveness

“…In this context, many studies have been carried out to determine the students who are the sole reason for the existence of education systems and the main factors affecting their success. When these studies are examined, the main factors affecting student success and development, in general, are reported under three headings as the student himself, his family, and the school (Çobanoglu & Badavan, 2017;Engin et al, 2009;Özer & Anıl, 2011;Polat, 2009). When these factors are evaluated, the most important phenomenon apart from the individual and his/her characteristics is the school itself.…”

Akademik Başarının Yordayıcıları: Sosyoekonomik Düzey ve Okul Türü

“…The Coleman Report (1966) was a pioneering comprehensive and empirical study that focused on the relationship between students' academic achievement, school types and environments, and student backgrounds. Results of the Coleman Report revealed that students' academic achievement was significantly impacted by particular school characteristics, and since then a remarkable number of studies have been conducted focusing on the relationship between school characteristics and students' academic achievement (Al Şensoy & Sağsöz, 2015;Çobanoğlu & Badavan, 2017;Demirtaş, 2010;Ma & Klinger, 2000;Mwiti, 2012;Sweetland & Hoy, 2000;Thiele et al, 2015;Yudd Moscoso, 2000).…”