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Ortaokul Öğretmenlerinin Algılarına Göre Okul Etkililiği ile Kolaylaştırıcı Okul Yapısı ve Akademik İyimserlik Arasındaki İlişki

Year 2019, Volume: 27 Issue: 4, 1471 - 1480, 15.07.2019
https://doi.org/10.24106/kefdergi.3008

Abstract

Bu araştırmanın amacı ortaokul öğretmenlerinin kolaylaştırıcı okul yapısı, akademik iyimserlik ve okul etkililiği algıları arasındaki ilişkileri inceleyerek, öğretmenlerin kolaylaştırıcı okul yapısı ve akademik iyimserlik algılarının okul etkililiği algıları üzerindeki yordayıcılık etkisini belirlemektir. Katılımcılar; 589’u kadın ve 562’si erkek olmak üzere 1151 ortaokul öğretmeninden oluşmaktadır. Araştırma ilişkisel tarama modelinin kullanıldığı nicel bir araştırmadır. Araştırma sonuçlarına göre öğretmenlerin okul yapısı, akademik iyimserlik ve okul etkililiği düzeyleri arasında pozitif yönlü ve anlamlı ilişkiler tespit edilmiştir. Ayıca öğretmenlerin okul yapısı ve akademik iyimserlik algılarının, okul etkililiği algıları üzerinde anlamlı yordayıcılar olduğu sonucuna ulaşılmıştır. 

References

  • Adams, C. M. & Forsyth, P. B. (2013). Revisiting the trust effect in urban elementary schools. The Elementary School Journal, 114(1), 1-21. Anderson, K. (2012). Examining relationships between enabling structures, academic optimism and student achieve-ment. Doctoral Dissertation. The Auburn University. Retrieved from ProQuest Dissertations and Thesis databa-se. Ayık, A. & Ada, Ş. (2009). İlköğretim okullarında oluşturulan okul kültürü ile okulların etkililiği arasındaki ilişki. Gazi-antep Üniversitesi Sosyal Bilimler Dergisi, (8)2, 429- 446. Beard. K. S., Hoy, W. K. & Woolfolk-Hoy, A. (2010). Academic optimism of individual teachers: Confirming a new construct. Teaching and Teacher Education, 26, 1136-1144. Bevel, R. K. (2010). The effects of academic optimism on student academic achievement in Alabama. Doctoral disserta-tion, Alabama University. Retrieved from ProQuest Dissertations and Thesis database. Boonen, T., Pinxten, M., Damme, J. V. & Onghena, P. (2014). Should schools be optimistic? An investigation of the association between academic optimism of schools and student achievement in primary education. Educatio-nal Research and Evaluation, (20)1, 3–24. Brice, R. W. (1992). Principals in Saskatchewan rural schools: Their leadership behaviors and school effectiveness. Doctoral dissertation, University of San Diego. Retrieved from ProQuest Dissertations and Thesis database. Buluç, B. (2009). İlköğretim okullarında bürokratik okul yapısı ile okul müdürlerinin liderlik stilleri arasındaki ilişki. Eğitim ve Bilim, 34(152), 71-86. Buzzi, M. J. (1990). The relationship of school effectiveness to selected dimensions of principals' instructional lea-dership in elementary schools in the state of Connecticut. Doctoral dissertation, University of Bridgeport. Ret-rieved from ProQuest Dissertations and Thesis database. Büyüköztürk, Ş., Çakmak-Kılıç, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2012). Bilimsel araştırma yöntemleri. Ankara: Pegem. Cerit, Y. (2012). Okulun bürokratik yapısı ile sınıf öğretmenlerinin profesyonel davranışları arasındaki ilişki. Kuram ve Uygulamada Eğitim Yönetimi, 18(4), 497-521. Chang, H. (2011). A study of the relationships between distributed leadership, teacher academic optimism and student achievement in taiwanese elementary schools. School Leadership and Management, 31(5), 491-515. Cooper, J. D. (2010). Collective efficacy, organizational citizenship behavior, and school effectiveness in alabama public high schools. Doctoral dissertation, The University of Alabama. Retrieved from ProQuest Dissertations and Thesis database. Çağlar, Ç. (2013). Okulların akademik iyimserlik düzeylerinin öğretmenlerin örgütsel bağlılığı üzerindeki etkisi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(1), 260-273. Çağlar, Ç. (2014). Okulların akademik iyimserlik düzeyleri ile değişime açıklık düzeyleri arasındaki ilişki. Kuramsal Eğitimbilim Dergisi, 7(1), 94-113. Çoban, D. & Demirtaş, H. (2011). Okulların akademik iyimserlik düzeyi ile öğretmenlerin örgütsel bağlılığı arasındaki ilişki. Kuram ve Uygulamada Eğitim Yönetimi, 17(3), 317-348. Demirtaş, Z., Özdemir, T. Y. & Küçük, Ö. (2016). Okulların bürokratik yapısı, örgütsel sessizlik ve örgütsel sinizm ara-sındaki ilişki. Kuram ve Uygulamada Eğitim Yönetimi, 22(2), 193-216. Dodson, C. K. (2005). The relationship between school effectiveness and teachers' job satisfaction in north Mississip-pi schools. Doctoral dissertation, Mississippi University, Oxford. Retrieved from ProQuest Dissertations and Thesis database. Dorman, G., Lipsitz, J. & Verner, P. (1985). Improving schools for young adolescents. Educational Leadership, 42(6), 44-49. Edmonds. R. R. (1979). Effective schools for the urban poor. Educational Leadership, 37(1), 15- 27. Elmore, R. F. (1992). Why restructuring alone won't improve teaching. Educational Leadership, 49(7), 44-48. Fahy, P., Wu, H. & Hoy, W. K. (2010). Individual academic optimism of secondary teachers: A new concept and its measure. Analyzing School Contexts, 209–227. Fouts, J. (2002). The power of early success: A longitudinal study of student performance on the Washington assess-ment of student learning, 1998-2001. Research Report. Retrieved from https://archive.org/details/ERIC_ED479541 Gökçe, F. & Kahraman, P. B. (2010). Etkili okulun bileşenleri. Uludağ Üniversitesi Eğitim Fakültesi Dergisi 23(1), 173-206. Guldan, E.A. (2004). Enabling bureaucracy, faculty trust, and collective efficacy ın selected catholic elementary schools. Doctoral Dissertation. St. John’s University. Retrieved from ProQuest Dissertations and Thesis data-base. 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. & Tschannen-Moran, M. (1999). Five faces of trust: an empirical confirmation in urban elementary scho-ols. Journal of School Leadship. 8, 336-359. Hoy, W. & Sweetland, S. (2000). School bureaucracies that work: Enabling, not coercive. Journal of School Leaders-hip, 10(6), 525-541. Hoy, W. K., & Sweetland, S. R. (2001). Designing better schools: The meaning and measure of enabling school structu-res. Educational Administration Quarterly. 3(3), 296-321. Hoy, W. K., Tarter, C. J. & Hoy, A. W. (2006). Academic optimism of schools: a force for student achievement. Ameri-can Educational Research Journal, 43(3), 425-446. İkbal, Y. (2016). The relationshıp between distributed leadership, enabling school structure, teacher collaboration, academic optimism and student achievement: A school effectiveness Model. Doktora Tezi, Orta Doğu Teknik Üniversitesi, Ankara. https://tez.yok.gov.tr sayfasından erişilmiştir. Jacob, J. (2003). A study of school climate and enabling bureaucracy ın select new york city public elementary scho-ols. Doctoral Dissertation, St. John’s University. Retrieved from ProQuest Dissertations and Thesis database. Karasar, N. (2009). Bilimsel araştırma yöntemi. Ankara: Nobel. Kılınç, A. Ç. (2013). The relationship between ındividual teacher academic optimism and school climate. International Online Journal of Educational Sciences, 5(3), 621-634. Kılınç, A. Ç., Koşar, S., Er, E. & Öğdem, Z. (2016). The relationship between bureaucratic school structures and teacher self-efficacy. McGill Journal Of Education, 51(1), 615-634. Lassiter, E. L. (1994). An assessment of the relationshıp between student perceptions of school effectiveness and stu-dent achievement and social adjustment in zoned comprehensive public hıgh schools. Doctoral dissertation, Morgan State Unıversity. Retrieved from ProQuest Dissertations and Thesis database. Malloy, J. P. (2012). Affects of distributed leadership on teachers’academic optimism and student achievement. Docto-ral dissertation, University of Toronto. Marshall, R. P. (2013). Teacher flow and its relationship to school mindfulness and enabling school structure. Doctoral dissertation, Alabama University. Retrieved from ProQuest Dissertations and Thesis database. Mcguigan, L. (2005). The role of enabling bureaucracy and academic optimism ın academic achievement growth. Doctoral Dissertation. The Ohio State University. Retrieved from ProQuest Dissertations and Thesis database. Messick, P. P. (2012). Examining relationships among enabling school structures, academic optimism and organizati-onal citizenship behaviors. Doctoral Dissertation. Auburn University. Retrieved from ProQuest Dissertations and Thesis database. Özdemir, S. & Kılınç, A. Ç. (2014). Bürokratik okul yapısı ile öğretmenlerin akademik iyimserlik düzeyleri arasındaki ilişki. Eğitimde Kuram ve Uygulama, 10(1), 1-23. Rhoads, D. H. (2009). Enabling Structure And Collective Efficacy: A Study Of Teacher Perceptions In Elementary Divisions Of American Schools In Mexıco. Doctoral Dissertation. Seton Hall University. Retrieved from ProQuest Dissertations and Thesis database. Rutledge II, R. D. (2010). The effects of transformational leadership on academic optimism within elementary schools. Doctoral dissertation, Alabama University. Retrieved from ProQuest Dissertations and Thesis database. Sezgin, F. & Erdoğan, O. (2015). Academic optimism, hope and zest for work as predictors of teacher self-efficacy and perceived success. Educational Sciences: Theory & Practice, 15(1), 7-19. Sinden J. E., Hoy, W, K. & Sweetland, S.R. (2004). An analysis of enabling school structure: Theoretical, empirical, and research considerations. Journal of Educational Administration, 42(4), 462-478. Smith, P.A. & Hoy, W.K. (2007). Academic optimism and student achievement in urban elementary schools, Journal of Educational Administration, 45(5), 556-568. Tarter, C J. & Hoy, W. K. (2004). A systems approach to quality in elementary schools. Journal of Educational Admi-nistration, 42(5), 539-554. Tracy, J. C. (2006). Mindfulness and enabling structure as predictors of school effectiveness. Doctoral Dissertation. St. John’s University. Retrieved from ProQuest Dissertations and Thesis database. Turner, M. A. (2002). The perception of school effectiveness and school improvement by teachers in low-performing schools after state team intervention. Doctoral dissertation, University of North Carolina. Retrieved from ProQuest Dissertations and Thesis database. Uzun, B. (2014). Sınıf öğretmenlerinin sahip olduğu değerler ile akademik iyimserlik düzeyleri arasındaki ilişki. Yük-sek Lisans Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara. https://tez.yok.gov.tr sayfasından erişil-miştir. Watts, D. M. (2009). Enabling school structure, mindfulness, and teacher empowerment: Test of a theory. Doctoral Dissertation. The University of Alabama. Retrieved from ProQuest Dissertations and Thesis database. Wu, H. (2012). Collective responsibility, academic optimism, and student achievement in Taiwan elementary schools. Doctoral dissertation. Graduate School of The Ohio State University, Ohio. Retrieved from ProQuest Disserta-tions and Thesis database. Wu, J. H., Hoy, W. K. & Tarter, C. J. (2013). Enabling school structure, collective responsibility, and a culture of aca-demic optimism. Journal of Educational Administration, 51(2), 176 – 193. Yalçın, S. (2013). İlköğretim okulu öğretmenlerinin mesleki tükenmişlik düzeyleri ile stres, psikolojik dayanıklılık ve akademik iyimserlik arasındaki ilişki. Yüksek Lisans Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Anka-ra. https://tez.yok.gov.tr sayfasından erişilmiştir. Yılmaz, E. & Kurşun, A. T. (2015). Okul kültürü ile akademik iyimserlik arasındaki ilişki. Mehmet Akif Ersoy Üniversi-tesi Eğitim Fakültesi Dergisi, 35, 46-69. Zigarelli, M. A. (1996). An empirical test of conculisions from effective schools research. The Journal of Educational Research, 90(2), 103–110.

The Relationship Between School Effectiveness and Enabling School Structure and Academic Optimism According to the Middle School Teachers Perceptions

Year 2019, Volume: 27 Issue: 4, 1471 - 1480, 15.07.2019
https://doi.org/10.24106/kefdergi.3008

Abstract

Aim of this study is to examine the relationship of the middle school teachers’ enabling school structure, academic optimis and school effectiviness perceptions and also explores the predictive influence of the middle school teachers’ enabling school structure and academic optimism on perceptions of their school effectiviness. Participants consisted of 1151 middle school teachers including 589 females and 562 males. The research is a quantitative study using correlational screening model. The results of the research showed that there are positive and significant relationships between the teachers' school structure, academic optimism and school effectiveness. Also, school structure and academic optimism are significant predictors of school effectiveness.

References

  • Adams, C. M. & Forsyth, P. B. (2013). Revisiting the trust effect in urban elementary schools. The Elementary School Journal, 114(1), 1-21. Anderson, K. (2012). Examining relationships between enabling structures, academic optimism and student achieve-ment. Doctoral Dissertation. The Auburn University. Retrieved from ProQuest Dissertations and Thesis databa-se. Ayık, A. & Ada, Ş. (2009). İlköğretim okullarında oluşturulan okul kültürü ile okulların etkililiği arasındaki ilişki. Gazi-antep Üniversitesi Sosyal Bilimler Dergisi, (8)2, 429- 446. Beard. K. S., Hoy, W. K. & Woolfolk-Hoy, A. (2010). Academic optimism of individual teachers: Confirming a new construct. Teaching and Teacher Education, 26, 1136-1144. Bevel, R. K. (2010). The effects of academic optimism on student academic achievement in Alabama. Doctoral disserta-tion, Alabama University. Retrieved from ProQuest Dissertations and Thesis database. Boonen, T., Pinxten, M., Damme, J. V. & Onghena, P. (2014). Should schools be optimistic? An investigation of the association between academic optimism of schools and student achievement in primary education. Educatio-nal Research and Evaluation, (20)1, 3–24. Brice, R. W. (1992). Principals in Saskatchewan rural schools: Their leadership behaviors and school effectiveness. Doctoral dissertation, University of San Diego. Retrieved from ProQuest Dissertations and Thesis database. Buluç, B. (2009). İlköğretim okullarında bürokratik okul yapısı ile okul müdürlerinin liderlik stilleri arasındaki ilişki. Eğitim ve Bilim, 34(152), 71-86. Buzzi, M. J. (1990). The relationship of school effectiveness to selected dimensions of principals' instructional lea-dership in elementary schools in the state of Connecticut. Doctoral dissertation, University of Bridgeport. Ret-rieved from ProQuest Dissertations and Thesis database. Büyüköztürk, Ş., Çakmak-Kılıç, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2012). Bilimsel araştırma yöntemleri. Ankara: Pegem. Cerit, Y. (2012). Okulun bürokratik yapısı ile sınıf öğretmenlerinin profesyonel davranışları arasındaki ilişki. Kuram ve Uygulamada Eğitim Yönetimi, 18(4), 497-521. Chang, H. (2011). A study of the relationships between distributed leadership, teacher academic optimism and student achievement in taiwanese elementary schools. School Leadership and Management, 31(5), 491-515. Cooper, J. D. (2010). Collective efficacy, organizational citizenship behavior, and school effectiveness in alabama public high schools. Doctoral dissertation, The University of Alabama. Retrieved from ProQuest Dissertations and Thesis database. Çağlar, Ç. (2013). Okulların akademik iyimserlik düzeylerinin öğretmenlerin örgütsel bağlılığı üzerindeki etkisi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(1), 260-273. Çağlar, Ç. (2014). Okulların akademik iyimserlik düzeyleri ile değişime açıklık düzeyleri arasındaki ilişki. Kuramsal Eğitimbilim Dergisi, 7(1), 94-113. Çoban, D. & Demirtaş, H. (2011). Okulların akademik iyimserlik düzeyi ile öğretmenlerin örgütsel bağlılığı arasındaki ilişki. Kuram ve Uygulamada Eğitim Yönetimi, 17(3), 317-348. Demirtaş, Z., Özdemir, T. Y. & Küçük, Ö. (2016). Okulların bürokratik yapısı, örgütsel sessizlik ve örgütsel sinizm ara-sındaki ilişki. Kuram ve Uygulamada Eğitim Yönetimi, 22(2), 193-216. Dodson, C. K. (2005). The relationship between school effectiveness and teachers' job satisfaction in north Mississip-pi schools. Doctoral dissertation, Mississippi University, Oxford. Retrieved from ProQuest Dissertations and Thesis database. Dorman, G., Lipsitz, J. & Verner, P. (1985). Improving schools for young adolescents. Educational Leadership, 42(6), 44-49. Edmonds. R. R. (1979). Effective schools for the urban poor. Educational Leadership, 37(1), 15- 27. Elmore, R. F. (1992). Why restructuring alone won't improve teaching. Educational Leadership, 49(7), 44-48. Fahy, P., Wu, H. & Hoy, W. K. (2010). Individual academic optimism of secondary teachers: A new concept and its measure. Analyzing School Contexts, 209–227. Fouts, J. (2002). The power of early success: A longitudinal study of student performance on the Washington assess-ment of student learning, 1998-2001. Research Report. Retrieved from https://archive.org/details/ERIC_ED479541 Gökçe, F. & Kahraman, P. B. (2010). Etkili okulun bileşenleri. Uludağ Üniversitesi Eğitim Fakültesi Dergisi 23(1), 173-206. Guldan, E.A. (2004). Enabling bureaucracy, faculty trust, and collective efficacy ın selected catholic elementary schools. Doctoral Dissertation. St. John’s University. Retrieved from ProQuest Dissertations and Thesis data-base. 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. & Tschannen-Moran, M. (1999). Five faces of trust: an empirical confirmation in urban elementary scho-ols. Journal of School Leadship. 8, 336-359. Hoy, W. & Sweetland, S. (2000). School bureaucracies that work: Enabling, not coercive. Journal of School Leaders-hip, 10(6), 525-541. Hoy, W. K., & Sweetland, S. R. (2001). Designing better schools: The meaning and measure of enabling school structu-res. Educational Administration Quarterly. 3(3), 296-321. Hoy, W. K., Tarter, C. J. & Hoy, A. W. (2006). Academic optimism of schools: a force for student achievement. Ameri-can Educational Research Journal, 43(3), 425-446. İkbal, Y. (2016). The relationshıp between distributed leadership, enabling school structure, teacher collaboration, academic optimism and student achievement: A school effectiveness Model. Doktora Tezi, Orta Doğu Teknik Üniversitesi, Ankara. https://tez.yok.gov.tr sayfasından erişilmiştir. Jacob, J. (2003). A study of school climate and enabling bureaucracy ın select new york city public elementary scho-ols. Doctoral Dissertation, St. John’s University. Retrieved from ProQuest Dissertations and Thesis database. Karasar, N. (2009). Bilimsel araştırma yöntemi. Ankara: Nobel. Kılınç, A. Ç. (2013). The relationship between ındividual teacher academic optimism and school climate. International Online Journal of Educational Sciences, 5(3), 621-634. Kılınç, A. Ç., Koşar, S., Er, E. & Öğdem, Z. (2016). The relationship between bureaucratic school structures and teacher self-efficacy. McGill Journal Of Education, 51(1), 615-634. Lassiter, E. L. (1994). An assessment of the relationshıp between student perceptions of school effectiveness and stu-dent achievement and social adjustment in zoned comprehensive public hıgh schools. Doctoral dissertation, Morgan State Unıversity. Retrieved from ProQuest Dissertations and Thesis database. Malloy, J. P. (2012). Affects of distributed leadership on teachers’academic optimism and student achievement. Docto-ral dissertation, University of Toronto. Marshall, R. P. (2013). Teacher flow and its relationship to school mindfulness and enabling school structure. Doctoral dissertation, Alabama University. Retrieved from ProQuest Dissertations and Thesis database. Mcguigan, L. (2005). The role of enabling bureaucracy and academic optimism ın academic achievement growth. Doctoral Dissertation. The Ohio State University. Retrieved from ProQuest Dissertations and Thesis database. Messick, P. P. (2012). Examining relationships among enabling school structures, academic optimism and organizati-onal citizenship behaviors. Doctoral Dissertation. Auburn University. Retrieved from ProQuest Dissertations and Thesis database. Özdemir, S. & Kılınç, A. Ç. (2014). Bürokratik okul yapısı ile öğretmenlerin akademik iyimserlik düzeyleri arasındaki ilişki. Eğitimde Kuram ve Uygulama, 10(1), 1-23. Rhoads, D. H. (2009). Enabling Structure And Collective Efficacy: A Study Of Teacher Perceptions In Elementary Divisions Of American Schools In Mexıco. Doctoral Dissertation. Seton Hall University. Retrieved from ProQuest Dissertations and Thesis database. Rutledge II, R. D. (2010). The effects of transformational leadership on academic optimism within elementary schools. Doctoral dissertation, Alabama University. Retrieved from ProQuest Dissertations and Thesis database. Sezgin, F. & Erdoğan, O. (2015). Academic optimism, hope and zest for work as predictors of teacher self-efficacy and perceived success. Educational Sciences: Theory & Practice, 15(1), 7-19. Sinden J. E., Hoy, W, K. & Sweetland, S.R. (2004). An analysis of enabling school structure: Theoretical, empirical, and research considerations. Journal of Educational Administration, 42(4), 462-478. Smith, P.A. & Hoy, W.K. (2007). Academic optimism and student achievement in urban elementary schools, Journal of Educational Administration, 45(5), 556-568. Tarter, C J. & Hoy, W. K. (2004). A systems approach to quality in elementary schools. Journal of Educational Admi-nistration, 42(5), 539-554. Tracy, J. C. (2006). Mindfulness and enabling structure as predictors of school effectiveness. Doctoral Dissertation. St. John’s University. Retrieved from ProQuest Dissertations and Thesis database. Turner, M. A. (2002). The perception of school effectiveness and school improvement by teachers in low-performing schools after state team intervention. Doctoral dissertation, University of North Carolina. Retrieved from ProQuest Dissertations and Thesis database. Uzun, B. (2014). Sınıf öğretmenlerinin sahip olduğu değerler ile akademik iyimserlik düzeyleri arasındaki ilişki. Yük-sek Lisans Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara. https://tez.yok.gov.tr sayfasından erişil-miştir. Watts, D. M. (2009). Enabling school structure, mindfulness, and teacher empowerment: Test of a theory. Doctoral Dissertation. The University of Alabama. Retrieved from ProQuest Dissertations and Thesis database. Wu, H. (2012). Collective responsibility, academic optimism, and student achievement in Taiwan elementary schools. Doctoral dissertation. Graduate School of The Ohio State University, Ohio. Retrieved from ProQuest Disserta-tions and Thesis database. Wu, J. H., Hoy, W. K. & Tarter, C. J. (2013). Enabling school structure, collective responsibility, and a culture of aca-demic optimism. Journal of Educational Administration, 51(2), 176 – 193. Yalçın, S. (2013). İlköğretim okulu öğretmenlerinin mesleki tükenmişlik düzeyleri ile stres, psikolojik dayanıklılık ve akademik iyimserlik arasındaki ilişki. Yüksek Lisans Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Anka-ra. https://tez.yok.gov.tr sayfasından erişilmiştir. Yılmaz, E. & Kurşun, A. T. (2015). Okul kültürü ile akademik iyimserlik arasındaki ilişki. Mehmet Akif Ersoy Üniversi-tesi Eğitim Fakültesi Dergisi, 35, 46-69. Zigarelli, M. A. (1996). An empirical test of conculisions from effective schools research. The Journal of Educational Research, 90(2), 103–110.
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Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Review Article
Authors

Temel Çalık This is me 0000-0003-3656-6260

Nagihan Tepe 0000-0002-5923-435X

Publication Date July 15, 2019
Acceptance Date February 13, 2019
Published in Issue Year 2019 Volume: 27 Issue: 4

Cite

APA Çalık, T., & Tepe, N. (2019). Ortaokul Öğretmenlerinin Algılarına Göre Okul Etkililiği ile Kolaylaştırıcı Okul Yapısı ve Akademik İyimserlik Arasındaki İlişki. Kastamonu Education Journal, 27(4), 1471-1480. https://doi.org/10.24106/kefdergi.3008

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