Shifting Teachers' Perceptions of School Culture in Turkey: A Mixed Methods Study

Autor/inn/en	Kalman, Mahmut; Balkar, Betül
Titel	Shifting Teachers' Perceptions of School Culture in Turkey: A Mixed Methods Study
Quelle	In: FIRE: Forum for International Research in Education, 4 (2017) 2, S.39-65, Artikel 3 (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2326-3873
Schlagwörter	Teacher Attitudes; Attitude Change; School Culture; Pretests Posttests; Foreign Countries; Secondary School Teachers; Instructional Leadership; Cooperative Learning; Educational Objectives; Collegiality; Faculty Development; Elementary School Teachers; Turkey + Suchen Sie Ihr Suchwort? Lehrerverhalten; Attitudinal change; Einstellungsänderung; Schulkultur; Schulleben; Ausland; Instruction; Leadership; Bildung; Erziehung; Führung; Kooperatives Lernen; Educational objective; Bildungsziel; Erziehungsziel; Kollegialität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Türkei
Abstract	The purpose of the present study was to examine the effects of school culture training on teachers' perceptions of school culture. The sample consisted of thirty-six primary, middle, and secondary school teachers working at schools in a large city in South-eastern Turkey. A mixed research methodology was used in the study. A one-group pre- and post-test experimental design was employed in the quantitative strand of the research. A training program on school culture including four sessions was implemented by the researchers. A descriptive qualitative study was conducted following the completion of the training. Pre- and post-training data were gathered using the School Culture Scale. Furthermore, focus group discussions were used to obtain qualitative data. The results indicated that the training led to positive changes in teachers' perceptions of school culture. Significant differences were detected in teacher perceptions of leadership based on cooperation, common goals, and cooperative learning dimensions of school culture. However, there were not statistically significant differences in teacher cooperation, professional development, and collegial support. Qualitative findings were consistent with the quantitative ones. It is suggested that changing teacher perceptions of school culture must be prioritized in the construction of positive and strong school cultures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01