Effects Of School Culture Research Articles

The Effect of School Culture on Refugee Students from the Perspective on the Stakeholders: A Case Study

Şiddet, baskı ve zulüm nedeniyle zorla yerinden edilen kişilerin sayısı dünya genelinde rekor seviyeye ulaşırken; Türkiye dünyada en fazla sayıda sığınmacıya ev sahipliği yapan ülkelerden biri olmayı sürdürmüştür. Eğitimden sağlığa sosyal hayatın birçok alanını etkileyen bu durum Türkiye’de okullarda uyum sorunlarının gözlenmesine de neden olmuştur. Bu sorunlar ve çözümleri üzerine paydaşların görüşleri doğrultusunda okul kültürünün etkileri bu araştırmada incelenmek istenen konuların başında gelmektedir. Bu kapsamda bu çalışmanın amacı, Kayseri ili Melikgazi ilçesindeki bir devlet okulunda görev yapan paydaşların perspektifinden geçici koruma statüsündeki öğrenciler üzerinde okul kültürünün etkisini incelemektir. Araştırmanın gerçekleştirilmesinde nitel araştırma yönteminin durum çalışması deseni kullanılmıştır. Çalışma grubunu iki okul yöneticisi, yedi farklı branştan öğretmenler, bir okul personeli, bir gönüllü öğretici, ikisi Türk diğerleri farklı etnik kökenden olmak üzere beş veli ve bu velilerin öğrencileri olmak üzere toplamda yirmi bir katılımcı oluşturmaktadır. Araştırmanın katılımcıları ölçüt örneklemegöre oluşturulmuş olup çalışmanın amacına uygun olarak Kayseri ili Melikgazi ilçesinde geçici koruma statüsündeki öğrencilerin en yoğun olduğu okul tercih edilmiştir. Katılımcıların geçici koruma statüsündeki öğrenciler veya bu öğrencilerin aileleri ile en az bir yıl zaman geçirmiş olmaları katılımcı seçiminde dikkate alınmıştır. Veri toplama aracı olarak araştırmacılar tarafından geliştirilen anket, örgütsel hikâye tekniği ve yarı yapılandırılmış görüşme çalışmada kullanılmıştır. Verilerin analizi ise içerik analizi ile çözümlenmiştir. Mülakatlardan elde edilen bulgular ışığında paydaşların sık karşılaştığı sorunun ve üzerinde en çok işbirliği yaptığı konunun dil ve iletişim olduğu ve en az üzerinde işbirliği yapılan konunun ise savaşın etkisi olduğu sonucuna varılmıştır. Ayrıca örgütsel hikâyelerde içerik analizi sonucu elde edilen kodlarda da dil ve iletişimin izdüşümüne rastlanmıştır.

Improving the activities of learning and writing text description of students through contextual teaching and learning approach

This study aims to find out and describe the effects of school culture and professional competence on teacher performance in SD in Gugus 1 Dewi Sartika, East Baturaja District. This study was participated by 105 elementary school teachers in Gugus 1 Dewi Sartika, East Baturaja District who were taken through a saturated sampling technique where the entire population became the research sample as a whole. This type of research is quantitative descriptive with research survey methods and using questionnaires as data instruments. The results of this study found that (1) the sig.value of the school culture variable is 0.000 (<0.05) and the tobtained> ttable value (4.195> 1.659), then hypothesis 1 is accepted; (2) sig. The professional competency variable is 0.000 (<0.05) tobtained> ttable value (6.378> 1.659), then hypothesis 2 is accepted; (3). the sig value is 0.000 (<0.05) and the F value is 25.344 where the Ftable value is 2.67 (Fobtained> Ftable), so hypothesis 3 is accepted. Based on these results, it can be concluded that school culture and professional competence have an effect either partially or collectively on teacher performance.

The Effects of School Culture on Students Academic Achievements

The purpose of this research is to make a detailed examination of the school culture and its effects on the academic achievement of students. In this research that has been carried out within the framework of the qualitative research approach, the answers have been sought to be found to the questions “What is school culture?”, “What are the effects of school culture on academic achievement?” and “What should be done at school to create a strong and positive culture?”. The study group of this research consists of 12 students determined using a maximum variation sampling technique which is one of the purposeful sampling techniques and studying at a high school within the scope of the Ministry of National Education. Data were collected by a semistructured interview method. The data collected were analyzed by a descriptive analysis technique. The participant students have expressed that the school culture means the behaviors at school, the background and successes of school, circle of friends, school uniforms and social activities.Moreover, the students have stated that the school culture has effects on the achievement of students in terms of motivation (will to study), sense of competition and their development in all respects. Lastly, the participants have offered some suggestions like the number of social activities should be increased; laboratories should be used actively and improvements should be made at the library in terms of number and contents of books; relations, attitudes and behaviors between teachers and students should be regulated and school trips should be organized concerning the creation of a strong and positive culture at school. In line with the findings, the researchers have concluded that school culture has a positive and strong effect on the academic achievement of students. Therefore, suggestions that would improve the school culture should be put into practice.

GAYA KEPEMIMPINAN, BUDAYA, DAN KOMPETENSI TERHADAP KEPUASAN KERJA DAN KINERJA GURU SMP SWASTA ISLAM

This research is to describe the effect of headmaster’s leadership style on teacher’s satisfaction and on teacher’s performance, the effect of school culture on teacher’s satisfaction and on teacher’s performance, the effect of teacher competence on teacher’s satisfaction and on teacher’s performance, the effect of teacher’s satisfaction on teacher’s performance. And also the indirect effect is the effect of headmaster’s leadership style on teacher’s performance through teacher’s satisfaction, the effect of school culture on teacher’s performance through teacher’s satisfaction, and the effect of teacher performance on teacher’s performance through teacher’s satisfaction. The samples are teachers from eleven Private Islamic Junior High School in Malang City. Analysis method is descriptive analysis and Statistic analysis is Partial Least Square technique analysis which using smartPLS 3.0 programme.The result of this research is headmaster’s leadership style influence on teacher’s satisfaction, headmaster’s leadership style do not influence on teacher’s performance, school culture do not influence on teacher’s satisfaction, school culture influence on teacher’s performance, teacher competence influence on teacher’s satisfaction, teacher competence influence on teacher’s performance, teacher’s satisfaction do not influence on teacher’s performance. Teacher’s satisfaction is not be mediate the effect between headmaster’s leadership style, school culture, and teacher competence on teacher’s performance.

Influence of Organizational Culture on the Job Motivations of Lifelong Learning Center Teachers

Aim/Purpose: The aim of the research was to examine the relationship between the sub-dimensions of organizational culture perceptions, such as task culture, success culture, support culture, and bureaucratic culture and job motivations of ISMEK Lifelong Learning Center teachers. Background: It is thought that if teachers’ perceptions of organizational culture and levels of job motivation are assessed and the effects of school culture on the motivation level of teachers investigated, solutions to identified problems can be developed. Methodology: The study was conducted using survey research. The sample population consisted of 354 teachers working for the Istanbul Metropolitan Municipality’s Lifelong Learning Center (ISMEK). The personal information form prepared by the researchers, the School Culture Scale developed by Terzi (2005) and the Job Motivation Scale developed by Aksoy (2006) were administered to the teachers. Contribution: This study will contribute to research on the job motivations of teachers involved in adult education. Findings: The findings indicated that task culture differs according to gender. Teachers report high levels of job motivation, but job motivation varies with gender, education level, and number of years working at the ISMEK Lifelong Learning Center. A significant relationship was found between sub-dimensions of organizational culture and job motivation. Organizational culture explains more than half of the change in job motivation. The sub-dimensions of organizational culture, task culture, achievement culture, and support culture were found to be significantly predictive of job motivation. Recommendations for Practitioners: In order to increase motivation of teachers, a success-oriented structure should be formed within the organization. It is necessary for teachers and managers to support each other and to establish a support culture in their institutions. In order to establish a culture of support, managers need to receive in-service training. Recommendation for Researchers: This study was carried out in the ISMEK Lifelong Learning Center and similar studies can be done in classrooms, training centers, and study centers. Impact on Society: Teachers working in adult education should be afforded a more comfortable working environment that will positively impact job motivation, resulting in a higher quality of education for students. Therefore, this research may contribute to an increase in the number of students who engage in lifelong learning opportunities. Future Research: This qualitative study utilized a relational survey model. A more in-depth qualitative study employing observation and interviews is warranted.

The Effect of School Culture, School Climate, and Transformational Leadership on Teachers’ Commitment

The Effect of School Culture, School Climate, and Transformational Leadership on Teachers’ Commitment

Temporal withdrawal behaviors in an educational policy context

PurposeThe purpose of this paper is to investigate the differential relations between two teacher withdrawal behaviors: work absence and lateness, and two types of school ethics: organizational justice (distributive, procedural) and ethical climate (formal, caring), all in the context of school turbulent environment.Design/methodology/approachData were collected from 1,016 teachers in 35 Israeli high schools. The GLIMMIX procedure was used to consider simultaneously the hierarchical structure of the data, as well as the two dependent variables (absence and lateness).FindingsThe results showed that lateness was negatively related to two relatively short-term aspects of school ethics: distributive justice, in particular for women, and formal ethical climate. Absence was negatively related to a relatively long-term aspect of school ethics: caring climate, in particular for low- to medium-level seniority teachers.Research limitations/implicationsThe paper’s theoretical contribution is to explicate the unique relation of each temporal withdrawal behavior to specific dimensions of the school ethical constructs studied.Practical implicationsIn order to reduce teachers’ temporal withdrawal behaviors, school management may need to attenuate policy that taps into organizational ethics, while considering the effects of school culture and turbulent environment.Originality/valueThis study offers a time perspective, which fine-tunes understanding of teachers’ lateness and absence behaviors, while pointing out the unique relations of lateness and absence to school ethical within educational policy context.

Teachers’ capacity for organizational learning: the effects of school culture and context

ABSTRACTThis paper investigates how key elements of school culture are associated with teachers’ capacity to find and act on new information. We analyzed survey data from 3,579 teachers located in 117 schools which were a randomly selected sample from 9 states in the US. We found that school cultural components such as academic press, student support, and trust and respect among teachers promote teachers’ capacity for organizational learning. We also found that the role of teacher professional culture in molding the capacity for organizational learning is critical. In terms of school contexts, we identified that school level (elementary, middle, and high school) was associated with teachers’ capacity for organizational learning in 2 different ways. First, as the school level increases, the capacity for organizational learning tends to decrease. Second, as school level increases, the positive relation between reflective dialogue and teachers’ capacity for organizational learning is weakened. Implications of these results are discussed.

The Mediating Effects of School Culture on the Relationships Between Risk-Factors and School Life Adjustment in Adolescents

The Mediating Effects of School Culture on the Relationships Between Risk-Factors and School Life Adjustment in Adolescents

Educational Effects of School Culture - Focus on H high school in Korea -

Educational Effects of School Culture - Focus on H high school in Korea -

The effect of school culture on teachers' participation in school decision-making in Tehran, district 2 At Iran Country

The effect of school culture on teachers' participation in school decision-making in Tehran, district 2 At Iran Country

The effects of school culture and climate on student achievement

The purpose of the study was to investigate whether Exemplary, Recognized and Acceptable schools differ in their school climates, as measured by the 10 dimensions of the Organizational Health Inventory. Significant differences were found on all 10 dimensions of the Organizational Health Inventory, with Exemplary schools out‐performing Acceptable schools. No statistical significance was found between Exemplary and Recognized schools. Statistical significance was found, with Recognized schools out‐performing Acceptable schools on the Organizational Health dimensions of Goal focus and Adaptation. The findings of this study suggest that students achieve higher scores on standardized tests in schools with healthy learning environments.

Rethinking the roles of mentor and mentee in the context of student suicide

Student suicides and attempted suicides are on the rise globally, and the numbers continue to climb steeply in most Westernized countries. School personnel remain untrained and uninformed in the area of suicide; few teachers or administrators can accurately identify the characteristics of suicidal behavior and fewer still have any knowledge of appropriate ways to deal with deeply troubled students. This article uses a powerful and tragic story of a student’s suicide as a catalyst for rethinking the structure and goals of mentoring relationships. A new approach, pairing novice teachers whose pre‐service education curriculum included specific training in recognizing and addressing the emotional needs of students with mentors experienced in real‐world classroom dynamics and the effects of school culture on children could improve the school experience for many students and potentially reduce the number of suicides or attempted suicides.

Inclusionary and Exclusionary Secondary Schools: The Effect of School Culture on Student Outcomes

This study examines the impact of secondary school culture on the dual student outcomes of academic achievement and engagement with the institution attended. Elements of school culture were identified, specifically the roles played by administrators, the professional teaching staff, and the adolescent peer group. A mixed-method research design was employed with the primary research instrument taking the form of a survey questionnaire that was distributed to 268 Grade 11 students attending two composite secondary schools in a mid-sized Canadian city. The results demonstrated that institutional culture had a limited impact on student academic achievement but a significant influence on students' perceptions of engagement with their schools.

Drawing Out Ideas: Graphicacy and Young Children

Drawing offers a powerful mode for representing and clarifying one‘s own thinking and for communicating ideas to others. Young children instinctively use drawing in the same exploratory way that designers use sketching to ’converse with themselves‘ when generating ideas. The two distinctive traditions of drawing in Technology and Fine Art are replicated in the Design and Technology and Art and Design curricula in England and Wales. However, because we lack research evidence about (i) the processes by which children develop drawing capability and (ii) the effects of school culture and pedagogy on the development of children‘s drawing capability, teachers are confused about how to teach drawing and unsure about the role of graphicacy in promoting children‘s learning in both subjects. In this article the particular dilemmas of teaching design drawing to young children will be discussed. A research agenda for the teaching and learning of drawing in primary schools will be outlined.