Okul İklimi ve Akademik Başarı İlişkisi: Bir Meta-Analiz Çalışması

Engin KARADAĞ, Sabiha İŞÇİ, Özge ÖZTEKİN, Suat ANAR
1.941 365

Öz


Bu meta-analiz çalışmasında, okul ikliminin öğrencilerin akademik başarısına etkisinin ortalama etki büyüklüğünün belirlenmesi amaçlanmıştır. Yapılan taramada, 62 tanesi meta-analize dâhil edilebilen 153 araştırmaya ulaşılmıştır. Bu çalışmayla 62 araştırma bir araya getirilerek 81.233 kişilik örneklem grubu elde edilmiştir. Rassal etkiler modeli kullanılarak yapılan analiz sonuçları, okul ikliminin öğrencilerin akademik başarısını orta düzeyde (Cohen, 1988)  etkilediğini göstermiştir. Çalışmada belirlenen ders başarısı, örneklem grubu, yayım türü ve yayım yılı moderatörlerinden sadece yayım yılının moderatör değişken olduğu saptanmıştır. Bulgular okul ikliminin öğrencilerin akademik başarılarını etkileyen önemli değişkenlerden biri olduğunu göstermiştir.


Anahtar kelimeler


Okul iklimi, akademik başarı, meta analiz

Tam metin:

PDF


DOI: http://dx.doi.org/10.17679/iuefd.17294446

Referanslar


*Agnew, E. (1981). The relationship between elementary school climate and student achievement (Unpublished doctoral dissertation). The University of San Francisco, San Francisco.

Balcı, A. (2007). Etkili okul ve okul geliştirme: Kuram, uygulama ve araştırma [Effective school: Theory, research and practice]. Ankara: PegemA.

*Bedford, W. P. (1987). Components of school climate and student achievement in Georgia middle schools (Unpublished doctoral dissertation). University of Georgia, Georgia.

Blum, R. W., McNeely, C. A., & Rinehart, P. M. (2002). Improving the odds: The untapped power of schools to improve the health of teens. Minneapolis: University of Minnesota, Center for Adolescent Health and Development.

Borenstein, M., Hedges, L. V., Higgins, J. P. T. & Rothstein, H. R. (2009). Introduction to Meta-Analysis. UK: Wiley.

Bulach, C. R., Malone, B., & Castleman, C. (1995). An investigation of variables related to student achievement. Mid-Western Educational Researcher, 8(2), 23-29.

*Callison, J. F. (2002). Teacher assessment of school climate and its relationship to student achievement (Unpublished doctoral dissertation). University of South Dakota, South Dakota.

Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473-490.

*Carwell, T. L. (2012). The impact of the stanford math intervention program and school climate on mathematics achievement levels of female middle school studentsn (Unpublished doctoral dissertation). Union University, USA.

Catalano, R. F., Haggerty, K. P., Oesterie, S., Fleming, C. B., & Hawkins, J. D. (2004). The importance of bonding to schools for healthy development: Findings from the social development research group. Journal of School Health, 74, 252-262.

Chen, G., & Weikart, L. A. (2008). Student background, school climate, school disorder and student achievement: An empirical study of New York city's middle schools. Journal of School Violence, 7(4), 3-20.

Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillside, NJ: Lawrence Erlbaum Associates.

Cohen, J., McCabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, teacher education and practice. Teachers College Record, 111, 180–213.

*Cook, M. N. (1989). School climate, teacher morale and achievement: Effects and relationships (Unpublished doctoral dissertation). South Carolina State College, South Carolina.

Çalık, T., & Kurt, T. (2010). Development of school climate scale. Education and Science, (35) 157, 167-180.

*Davis, B. W., (2010). The relationship of principal leadership style as it affects school climate and student achievement (Unpublished doctoral dissertation). Union University, USA.

*Demery, J. (2000). The relationship between teachers' perceptions of school climate, racial composition, socioeconomic status, and student achievement in reading and mathematics (Unpublished doctoral dissertation). North Carolina State University, North Carolina

*Dimuzio, S. R. (1989). Schhol size, school climate and student achievement in secondary school of New York State (Unpublished doctoral dissertation). Columbia University, New York.

*Dincer, A., Yeşilyurt, S. & Takkac, M. (2012). The effects of autonomy-supportive climates on EFL learners' engagement, achievement and competence in Engllish. Procedia- Social and Behavioral Sciences, 46, 3890-3894.

*Djigic, G., & Stojiljkovic, S. (2011). Classroom management styles, classroom climate and school achievement. Procedia- Social and Behavioral Sciences, 29, 819-828.

*Ermold, C. (2011). A correlational study of student achievement and school climate (Unpublished doctoral dissertation). Walden University, Minnesota.

*Farr, D.M. (1998). School climate and student achievement during a school improvement effort (Unpublished doctoral dissertation). University of Nebraska, Nebraska.

Freiberg, H. J. (1999). School climate : Measuring, ımproving and sustaining healthy learning environments. USA: Falmer Press.

*Gentile, M. (1997). The relationship between middle school teachers perceptions of school climate and reading and mathematics achhievement (Unpublished doctoral dissertation). Widener University, USA.

*Gibbs, L. E. (2000). A diversified community: relationship between teachers' perceptions of school climate and student achievement in seleceted southeast texas elementary schools (Unpublished doctoral dissertation). Texas A&M University, Texas.

Grayson, J. L., & Alvarez, H. K. (2008). School climate factors relating to teacher burnout: A mediator model. Teaching and Teacher Education, 24, 1349–1363.

Griffin, M. L. (2001). Use of Force by Detention Officers, New York: LFB Scholarly Publishing LLC.

Griffith, J. (1995). An empirical examination of a model of social climate in elementary schools. Basic and Applied Social Psychology, 17, 97–117.

*Griswold, R. D. (2001). An analysis of the relationship between the organizational climate of athletic training education programs and student achievement (Unpublished doctoral dissertation). Walden University, Minnesota.

Guo, P. (2012). School culture: A validation study and exploration of its relationship with teachers’ work environment (Unpublished doctoral dissertation). Fordham University, New York.

*Haggard, D. (1982). An evaluation of the influence of organizational changes in intermediate schools upon the relationship between students perceptions of schools climate and their achievement of basic skills (Unpublished doctoral dissertation). University of San Fransisco, San Fransisco.

*Hampton, K. B. (2008). The perceptions of teachers on the relationship between school climate and student achievement (Unpublished doctoral dissertation), Stephen F. Austin State University, Texas.

*Hannum, J. W. (1994). The organizational climate of middle schools, teacher efficacy, and student achievement (Unpublished doctoral dissertation). The State University of New Jersey, New Jersey.

Hanrahan, F., Field, A. P, Jones, F. W., & Davey, G. C. L. (2013) A meta-analysis of cognitive therapy for worry in generalized anxiety disorder. Clinical Psychology Review, 33(1), 120-132.

Haynes, N. M., Emmons, C. L., & Ben-Avie, M. (1997). School climate as a factor in student adjustment and achievement. Journal of Educational and Psychological Consultation, 8, 321–329.

Heck, R. H., Larsen, T. J., & Marcoulides, G. A. (1990). Instructional leadership and school achievement:Validation of a causal model. Educational Administration Quarterly, 26(2), 94-125.

Hedges, L. V., & Olkin, I. (1985). Statistical method for meta-analysis. United Kingdom: Academic Press.

*Hill, A. N. (1999). Examining the effects of school climate, student background, Teacher expectations, and school-community integration on academic achievemnt among high poverty urban schools (Unpublished doctoral dissertation). University of Houston, Houston.

*Hough, L. D., & Schmitt, L. V. (2011). An exposed facto examinationof relationships among the developmental designs professional development model/classroom. Middle Grades Research Journa, 6(3), 163-175.

Hoy, W. K., & Hannum, J. (1997). Middle school climate: An empirical assessment of organizational health and student achievement. Educational Administration Quarterly, 33, 290-311.

Hoy, W. K., & Miskel, C. G. (2012). Eğitim yönetimi: Teori, uygulama ve araştırma [Educational Administration: Theory, Research and Practice] (Ed. & Trans S. Turan). Ankara: Nobel.

Hoy, W. K., & Sabo, D. J. (1998). Quality middle schools: Open and healthy. Thousand Oaks, CA: Corwin Press.

*Ibanez, D. T. (1991). The relationship between organizational learning climate and achievement scores of secondary students in northside independent school district middle schools (Unpublished doctoral dissertation). Texas A&M University, Texas.

*Johnson, B. (1998). The relationship between elementary school teachers perceptions of school climate, student achievement, teacher characteristics, and community and schoolcontext (Unpublished doctoral dissertation). University of New Mexico, New Mexico

Johnson, B., & Stevens, J. J. (2006). Student achievement and elementary teachers’ perceptions of school climate. Learning Environments Research, 9(2), 111-122.

*Johnson, B., & Stevens. J. J. (2006). Student achievement and elementary teachers’ perceptions of school climate. Learning Environ Res, 9, 111-122.

*Johnson, P. J. (1998). The perceptions of school climate in magnet and nonmagnet schoolsand their relationship to student achievement (Unpublished doctoral dissertation). The George Washington University, Washington.

*Kelly, R. A. (2004). Principal leadership and school climate: The effects on student achievement in magnet schools (Unpublished doctoral dissertation). Georgia Southern University, Georgia.

Kulinskaya, E., Morgenthaler, S., & Staudte, R. G. (2008). Meta-analysis: a guide to calibrating and combining statistical evidence. London: John Wiley & Sons.

*Kullar, P. (2011). A multi-site case study: The effect of principal leadership on school climate and student achievement in charter schools in Los Angeles, California (Unpublished doctoral dissertation). Pepperdine University, Los Angeles.

Kuperminc, G. P., Leadbeater, B. J., Emmons, C., & Blatt, S. J. (1997). Perceived school climate and difficulties in the social adjustment of middle school students. Applied Developmental Science, 1, 76–88.

Littel, H. J., Corcoran, J., & Pillai, V. (2008). Systematic revews and meta-analysis. New York: Oxford University Press.

Loukas, A., Suzuki, R., & Horton, K. D. (2006). Examining school connectedness as a mediator of school climate effects. Journal of Research on Adolescence, 16, 491-502.

MacNeil, A., Prater, D. L., & Busch, S. (2009). The effects of school culture and climate on student achievement. Intemational Joumal of Leadership in Education, 12(1), 73-84.

Mattison, E., & Aber, M. S. (2007). Closing the achievement gap: The association of racial climate with achievement and behavioral outcomes. American Journal of Community Psychology, 40, 1–12.

*McKay, L. M. (2012). An examination of the relationship between classroom climate and student math achievement Belize district high schools (Unpublished doctoral dissertation). Oklahoma State University, Oklahoma.

McNeely, C. A., Nonnemaker, J. M., & Blum, R. W. (2002). Promoting student con¬nectedness to school: Evidence from the national longitudinal study of adolescent health. Journal of School Health, 72, 138–146.

*Moreland, J. Y. (1984). A study of the relationships among student achievement, school learning climate, and personalıty types of elementary school principals (Unpublished doctoral dissertation). Georgia State University, Georgia.

Nickerson, A. B., Singleton, D., Schnurr, B., & Collen, M. H. (2014). Perceptions of school climate as a function of bullying ınvolvement, Journal of Applied School Psychology, 30(2), 157-181.

*Outhier, T. N. (1978). A study of the relationship between student achievement and student perception of school climate (Unpublished doctoral dissertation). University of Tulsa, Tulsa.

Özdemir, S., Sezgin, F., Şirin, H., Karip, E., & Erkan, S. (2010). Examining the variables predicting primary school students’ perceptions of school climate. Hacettepe University Journal of Education, 38, 213-224.

*Parish, B. J. (2002). School climate and state standarts: A study of the relationship between middle school organizational climate and student achievement on the Virginia standards learning tests (Unpublished doctoral dissertation). The College of William and Mary, Virgina.

*Pavignano, D.A. (1990). The influences of organizational structure and climate on academic achievement in elementary students (Unpublished doctoral dissertation). The State University of New Jersey, New Jersey.

*Pompa, J. L. (2007). The impact of teacher perceptions of school climate on student academic achievement (Unpublished doctoral dissertation). Southern Connecticut State University, Connecticut.

*Price, J. D. (1991). The effects of organizational climate on elementary student academic achievement in the judson inmdependent school district (Unpublished doctoral dissertation). Texas A&M University, Texas.

*Rhoden, V. (2012). The examination of the relationships among secondary principals' leadership behaviors, school climate, and student achievement in an urban context (Unpublished doctoral dissertation). Florida International University, Florida.

Riehl, C., & Sipple, J. W. (1996). Making the most of time and talent: Secondary school organizational climates, teaching task environments, and teacher commitment. American Educational Research Journal, 33, 873-901.

*Roberts, L. S. M. (1998). The relationship of the communication styles of public school principals in west virginia and their schools climates to student achievement (Unpublished doctoral dissertation). West Virginia University, Virginia.

Rumberger, R. W., & Palardy, G. J. (2005). Test scores, dropout rates, and transfer rates as alternative indicators of high school performance. American Educational Research Journal, 42(1), 3-42.

Schneider, S. H., & Duran, L. (2010). School climate in middle schools: A cultural perspective. Journal of Research in Character Education, 8(2), 25–37.

*Schulman, J. (2002). The effects of leadership styles and school climate on student achievement (Unpublished doctoral dissertation). Fordham University, New York.

Schyns, B., & Schillng, J. (2013). How bad are the effects of bad leaders? A meta-analysis of destructive leadership and its outcomes. The Leadership Quarterly, 24, 138-158.

*Sherblom, A. S., Marshall, C. J., & Sherblom, C. J. (2006). The relationship between school climate and math and reading achievement. Journal of Research in Character Education, 4(1&2), 19-31.

*Smith, K. M. (2008). The impact of district and school climate on student achievement (Unpublished doctoral dissertation). The College of William and Mary, Virginia.

*Spence, A. C. (2003). A study of climate and achievement in elementary schools (Unpublished doctoral dissertation). University of Virginia, Viriginia.

Şişman, M., & Turan, S. (2005). Eğitim ve okul yönetimi. [Education and School Administration] Y. Özden (Ed). Eğitim ve okul yöneticiliği el kitabı., (pp. 99-146). Ankara: PegemA.

*Uline, C., & Tschannen-Moran, M. The walls speak: the interplay of quality facilities, school climate, and student achievement. Journal of Educational Administration,46(1), 55- 73.

Urick, A., & Bowers, A. J. (2014). The Impact of principal perception on student academic climate and achievement in high school: How Does It Measure Up?. Joumal of School Leadership, 24, 386-414.

Van Beck, S. A. (2011). The importance of the relationships between teachers and school principals. Unpublished doctoral thesis. University of Houston, Houston.

*Varona, M. (1994). Second language learners' perceptions of school climate and educational satisfaction and their relationships to academic achievement and the mediational effects of gender (Unpublished doctoral dissertation). University of Arizona, Arizona.

*Vasquez, D. (2011). Organizational climate and student achievement in Bezlizean seondary school (Unpublished doctoral dissertation). Oklahoma State University, Oklahoma.

*Williams, E., Persuad, G., & Turner, T. (2008). Planning for principal evaluation: Effects on school climate and achievement. Educational Planning, 17(3), 1-11.

York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255-316.

*Young, L. S. (1991). The relationship between elementary school climate and student achievement in mathematics (Unpublished doctoral dissertation). Temple University, Philadelphia.

Zullig, K. J., Koopman, T. M., Patton, J. M., & Ubbes, V. A. (2010). School climate: Historical review, ınstrument development, and school assessment. Journal of Psychoeducational Assessment, 28(2) 139–152.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.