Aslı BUGAY SÖKMEZ, FİGEN ÇOK, Dilek AVCI

Lise Öğrencilerinin Okul İklimi Algısının İncelenmesi

Bu çalışmada lise öğrencilerinin okul iklimi algılarının ölçülmesi ve okul ikliminin demografik değişkenler açısından incelenmesi amaçlanmıştır. Araştırma 12 ilden 6094 (2859 erkek, 3235 kız) lise öğrencisi ile gerçekleştirilmiştir. Veriler Okul İklimi Ölçeği (OİÖ)- Lise Formu ve Kişisel Bilgi Formu ile toplanmıştır. Öncelikle betimsel istatistikler ortaya konmuştur. Ardından Anadolu Lisesi öğrencilerinin okul iklimi algılarında il, yaş, cinsiyet, sınıf düzeyi, okul seçimi, anne- baba eğitim düzeyi gibi demografik değişkenleri açısından Varyans Analizi (ANOVA) ve t testi kullanılarak anlamlı farklılık olup olmadığı incelenmiştir. Araştırma sonucunda okul iklimi puanlarının cinsiyete ve sınıf düzeyine göre anlamlı farklılık gösterdiği belirlenmiştir. Kız öğrencilerin erkek öğrencilere göre; 9. sınıf öğrencilerinin 10. ve 11. sınıf öğrencilerine göre olumlu okul iklimi algısına sahip olduğu bulunmuştur. Ebeveyn eğitim düzeyi değişkeni açısından ise ebeveyni üniversite mezunu olan öğrencilerin ebeveyni daha düşük eğitim düzeyinde olan (ilkokul, ortaokul ve lise) öğrencilere göre olumsuz okul iklimi algısına sahip oldukları belirlenmiştir. Öğrencilerin okul seçimi durumuna göre, okulunu isteyerek seçen öğrencilerin istemeyerek seçen öğrencilere göre olumlu okul iklimi algısına sahip olduğu bulunmuştur. Araştırma bulguları ilgili alanyazın kapsamında tartışılmış ve öneriler sunulmuştur.

Investigation of School Climate Perceptions of High School Students

The aim of this study was to investigate the school climate perception of high school students according to demographic variables. Total 6094 (2859 boys and 3235 girls) high school students from 12 different provinces participated in the study. For data collection School climate scale and personal information form were used. Analysis of Variances (ANOVA) and t-test were used to test the difference of school climate perceptions of high school students (provinces, gender, age, grade, education level of mother and father and school preference). Findings indicated that school climate perception showed significant difference by gender and grade; girls perceptions were found more positive than boys’, similarly younger student’s (9th graders) school climate perceptions were found more positive than that of 10th and 11th graders. Students whose mothers and fathers were university graduates were found having significantly greater negative school climate perceptions than students whose mothers and fathers were elementary, secondary and high school graduates. Those students who voluntarily had chosen their schools were found having more positive school climate perceptions than students who had not voluntarily chosen their schools. These findings were discussed and interpreted in the light of literature.

Keywords:

Demographic variables, high school students, school climate,

PDF

___

Bayar, Y., and Uçanok, Z. (2012). School social climate and generalized peer perception in traditional and cyberbullying status. Educational Sciences: Theory and Practice, 12(4), 2352- 2358.
Bugay, A., Aşkar, P., Tuna, M. E. Çelik-Örücü, M. ve Çok, F. (2015). Okul iklimi ölçeği lise formunun Türkçe psikometrik özellikleri. İlköğretim Online, 14(1), 311‐322.
Brand, S., Felner, R., Shim, M., Seitsinger, A., and Dumas, T. (2003). Middle school improvement and reform: development and validation of a school level assessment of climate, cultural pluralism and school safety. Journal of Educational Psychology, 95(3), 570-588.
Bronfenbrenner, U. (1979a). The ecology of human development: Experiments by nature and design. London: Harvard University Press.
Bronfenbrenner, U. (1979b). Contexts of child rearing: Problems and prospects American Psychologist, 34, 844–850.
Bryk, A. S., Lee, V. E., and Holland, P. B. (1993). Catholic schools and the common good. Cambridge: Harward University Press.
Cohen, J., McCabe, L., Michelli, N. M., and Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111, 180-193.
Comer, J. P., and Emmons, C. (2006). The research program of the Yale Child Study Center school development program. The Journal of Negro Education, 75(3), 353-372.
Christenson, S. L. (2004). The family-school partnership: An opportunity to promote the learning competence of all students. School Psychology Review, 33(1), 83- 104.
Çalık, T., Özbay, Y., Özer, A., Kurt, T. ve Kandemir, M. (2009). İlköğretim okulu öğrencilerinin zorbalık statülerinin okul iklimi, psikososyal davranışlar, temel ihtiyaçlar ve cinsiyet değişkenlerine göre incelenmesi. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 15(60), 555- 576.
Doğan, S. (2011). Genel lise öğrencilerinin algılarına göre okul tahripçiliği ile okul iklimi arasındaki ilişki. Çağdaş Eğitim Dergisi, 36(385), 24-31.
Doğan, S. (2012). Lise öğrencilerinin okul iklimi algıları. Journal of Social Sciences, 5(10), 55-92.
Emmons, C. L. (1993). School development in an inner city: An analysis of factors selected from Comer's program using latent variable structural equations modeling (Unpublished doctoral dissertation). The University of Connecticut, Storrs.
Epstein, J. L., and McPartland, J. M. (1976). The concept and measurement of the quality of school life. American Educational Research Journal, 13(1), 15-30.
Felner, R.D., Brand, S., DuBois, D.L., Adan, A., Mulhall, P., and Evans, E.G. (1995). Socioeconomic disadvantage, proximal environmental experiences, and socioemotional and academic adjustment in early adolescence: Investigation of a mediated effects model. Child Development, 66(3), 774-792.
Freiberg, H. J. (1998). Measuring school climate: Let me count the ways. Educational Leadership, 56(1), 22-26.
Goodenow, C. (1993). The psychological sense of school membership among adolescents: scale development and educational correlates. Psychological in the Schools, 30(1), 79-90.
Haynes, N. M., Emmons, C. L., and Ben-Avie, M. (2001). School climate surveys: Revised Manual. New Haven, CT: Yale Child Development Center, School Development Program.
Haynes, N. M., Emmons, C. L., and Comer, J. P. (1994). School climate surveys. New Haven, CT: Yale Child Development Center.
Johnson, W. L., Johnson, A. M., and Zimmerman, K. (1996). Assessing school climate priorities: A Texas study. The Clearing House, 70(2), 64-66.
Karasar, N. (2007). Bilimsel Araştırma Yöntemi. Ankara: Nobel Yayın Dağıtım.
Koth, C. W., Bradshaw, C. P., and Leaf, P. J. (2008). A multilevel study of predictors of student perceptions of school climate: The effect of classroom-level factors. Journal of Educational Psychology, 100(1), 96-104.
Kuperminc, G. P., Leadbeater, B. J., and Blatt, S. J. (2001). School social climate and individual differences in vulnerability to psychopathology among middle school students. Journal of School Psychology, 39, 141– 159.
Lauen, D. L. (2009). To choose or not to choose: High school choice and graduation in Chicago. Educational Evaluation and Policy Analysis, 31(3), 179-199.
Lee, V. E., and Smith, J. B. (1997). High school size: Which works best, and for whom? Educational Evaluation and Policy Analysis, 19(3), 205-227.
McNeely, C. A., Nonnemaker, J. M., and Blum, R. W. (2002). Promoting school connectedness: evidence from the national longitudinal study of adolescent health. Journal of School Health, 7(4), 138-146.
Mitchell, M. M., Bradshaw, C. P., and Leaf, P. J. (2010). Student and teacher perceptions of school climate: A multilevel exploration of patterns of discrepancy. Journal of School Health, 80(6), 271-279.
Nassar-McMillan, S. C., Karvonen, M., Perez, T. R., and Abrams, L. P. (2009). Identity development and school climate: The Role of the School Counselor. Journal of Humanistic Counseling, Education and Development, 48(2), 195- 214.
Raudenbush, S.W., Rowan, B., and Kang, S.J. (1991). A multilevel, multivariate model for studying school climate with estimation via the EM algorithm and application to U.S. highschool.
Roeser, R.W., Midgly, C., and Urdan, T. C. (1996). Perceptions of the school psychological environment and early adolescents’ psychological and behavioral functioning in school: the mediating role of goals and belonging. Journal of Educational Psychology, 88(3), 408-422.
Roeser, R. W., and Eccles, J. S.(1998). Adolescents’ perceptions of middle school: relation to longitudinal changes in academic and psychological adjustment. Journal of Research on Adolescence, 8(1), 123-158.
Rumberger, R.W. (1995). Dropping out of middle school: The influence of race, sex and family background. American Educational Research Journal, 20, 199-220.
Stearns, E., Moller, S., Blau, J., and Potochnick, S. (2007). Staying back and dropping out: The relationship between grade retention and school dropout. Sociology of Education, 80(3), 210-240.
Taşkıran, A. (2008). Meslek lisesi öğrencilerinin okul iklimi algıları ile mesleki olgunluk düzeyleriarasındaki ilişki. (Yayımlanmamış yüksek lisans tezi). https://tez.yok.gov.tr/UlusalTezMerkezi/’nden edinilmiştir (Tez No.217564).
Taylor, D. L., and Tashakkori, A. (1995). Decision participation and school climate as predictors of job satisfaction and teachers’ sense of efficacy. Journal of Experimental Education, 63(3), 217-230.
T. C. Milli Eğitim Bakanlığı Strateji Geliştirme Başkanlığı (2019). 2011-2012 Milli Eğitim örgün eğitim istatistikleri (Yayın No. 1300-0993). Erişim adresi: http://sgb.meb.gov.tr/istatistik/meb_istatistikleri_orgun_egitim_2011_2012.pdf adresinden edinilmiştir.
Thapa, A., Cohen, J., Guffey, S., and Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357-385.
Topal, Ö. S. (2001). Okul ikliminin okulların ÖSS başarısı ile ilişkisi -Eskisehir il merkezi devlet liseleri örneği-. (Yayımlanmamış yüksek lisans tezi). https://tez.yok.gov.tr/UlusalTezMerkezi/’nden edinilmiştir (Tez No. 108917).
Verkuyten, M., and Thijs, J. (2002). School satisfaction of elementary school children: The role of performance, peer relations, ethnicity and gender. Social Indicators Research, 59, 203-228.
Wang, M. T., and Dishion, T. J. (2012). The trajectories of adolescents’ perceptions of school climate, deviant peer affiliation, and behavioral problems during the middle school years. Journal of Research on Adolescence, 22(1), 40-53.
Way, N., Reddy, R., and Rhodes, J. (2007). Students’ perceptions of school climate during the middle school years: Associations with trajectories of psychological and behavioral adjustment. American Journal of Community Psychology, 40(3- 4), 194-213.
Yates, S. M. (2003). Gender differences in perceptions of school climate: A longitudinal study of school reform. Proceedings of the New Zealand Association for Research in Education/Australian Association for Research in Education Joint Conference, Auckland, New Zealand.
Yıldız, E. Ç. ve Sümer, Z. H. (2010). Saldırgan davranışlarını yordamada çevresel risk, çevresel güvenlik ve okul iklimi algısı. Türk Psikolojik Danışma ve Rehberlik Dergisi, 4(34), 161-173.
Zullig, K. J., Koopman, T. M., Patton, J.M., and Ubbes, V.A. (2010). School Climate: Historical Review, instrument development, and school assessment. Journal of Psychoeducational Assessment, 28 (2), 139-152.