The Relationship between Teacher Demoralization in Educational Policy Context and School Effectiveness

Abstract

The current study investigates the association between teacher demoralization and perceived school effectiveness. The sample consists of 267 teachers working in the province of Batman during the 2021-2022 academic year. They were reached through convenient sampling. Two data collection tools were used in the study. To measure teachers’ demoralization level, the “Teacher Demoralization in Educational Policy Context Scale” and the school effectiveness level “Perceived School Effectiveness Scale” were adopted. The demoralization scale was a self-reported one, and school effectiveness was measured based on teacher perceptions. Since the data were normally distributed, parametric tests were employed. Within the descriptive statistics, means and standard deviations were calculated, and Pearson correlation coefficients, simple and multiple regression analysis were conducted to reveal the associations between variables. The findings revealed that teachers were moderately demoralized, and they perceived their schools as moderately effective. There was a significant moderate level of negative association between teacher demoralization and perceived school effectiveness. Teacher demoralization was a significant predictor of school effectiveness. The findings were discussed based on the previous literature. The researchers made some suggestions based on the findings and for further research.