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The Relationship between Teacher Demoralization in Educational Policy Context and School Effectiveness

Yıl 2023, , 191 - 208, 25.03.2023
https://doi.org/10.17240/aibuefd.2023..-1182443

Öz

The current study investigates the association between teacher demoralization and perceived school effectiveness. The sample consists of 267 teachers working in the province of Batman during the 2021-2022 academic year. They were reached through convenient sampling. Two data collection tools were used in the study. To measure teachers’ demoralization level, the “Teacher Demoralization in Educational Policy Context Scale” and the school effectiveness level “Perceived School Effectiveness Scale” were adopted. The demoralization scale was a self-reported one, and school effectiveness was measured based on teacher perceptions. Since the data were normally distributed, parametric tests were employed. Within the descriptive statistics, means and standard deviations were calculated, and Pearson correlation coefficients, simple and multiple regression analysis were conducted to reveal the associations between variables. The findings revealed that teachers were moderately demoralized, and they perceived their schools as moderately effective. There was a significant moderate level of negative association between teacher demoralization and perceived school effectiveness. Teacher demoralization was a significant predictor of school effectiveness. The findings were discussed based on the previous literature. The researchers made some suggestions based on the findings and for further research.

Kaynakça

  • Abdullah, A. G. K., Yiing, M. H., & Ling, Y. L. (2016). Teachers’ morale and school effectiveness in secondary schools of Sibu, Sarawak. International Journal of Education, Culture and Society, 1(2), 52-57. https://doi.org/10.11648/j.ijecs.20160102.14
  • Ada, Ş., & Akan, D. (2007). Değişim sürecinde etkili okullar. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, 16, 343-373.
  • Barmao, C. (2012). Causes and effects of conflict on teacher morale in public primary schools in Eldoret municipality, Kenya. Journal of Education and Human Development, 1(1), 22-29.
  • Başaran, İ. E. (2000). Eğitim yönetimi nitelikli okul. Ankara. Feryal Matbaası.
  • Bradford, C., & Braaten, M. (2018). Teacher evaluation and the demoralisation of teachers. Teaching and Teacher Education, 75, 49-59. https://doi.org/10.1016/j.tate.2018.05.017
  • Büyüköztürk, Ş. (2017). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi Yayıncılık.
  • Carlson-Jaquez, H. A. (2016). Development an ınstrument to measure k-12 teacher demoralization in a test based accountability context [Doktora tezi, Virginia Commonwealth University]. https://scholarscompass.vcu.edu/cgi/viewcontent.cgi?article=5603&context=etd
  • Cemaloğlu, N. (2006). Analysis of the primary school teachers' perceptions of organizational health in terms of different variables. Hacettepe University Journal of Education, 30, 63-72.
  • Cerit, Y., & Yıldırım, B. (2017). İlkokul müdürlerinin etkili liderlik davranışları ile okul etkililiği arasındaki ilişki. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 6(3), 902-914. https://doi.org/10.14686/buefad.312405
  • Clarke, D. M. (2011). Depression, demoralization, and psychotherapy in people who are medically ill. In R. D. Alarcon, & J. B. Frank (Eds.), The psychotherpay of hope: The legacy of persuasion and healing (pp. 125-157). Baltimore: The Johns Hopkins University Press.
  • Daliri-Ngametua, R., & Hardy, I. (2022). The devalued, demoralized and disappearing teacher: The nature and effects of datafication and performativity in schools. Education Policy Analysis Archives, 30(102), 2-22. . https://doi.org/10.14507/epaa.30.6174
  • Elvira, D. (2020). Teacher demoralizatıon: Neoliberal influence on the complex education system and teacher morale. Electronic Theses, Projects, and Dissertations, 1165. https://scholarworks.lib.csusb.edu/etd/1165
  • Ermeydan, M. (2019). Öğretmen görüşlerine göre okul yöneticilerinin liderlik stilleriyle algılanan okul etkililiği arasındaki ilişki [Yüksek lisans tezi, Kahramanmaraş Sütçü İmam Üniversitesi]. https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Field, A. (2009). Discovering statistics using SPSS. Los Angeles: Sage Publications.
  • Frank, J. (2016). Demoralization and teaching: Lessons from the blues. Philosophy of Education Archive, 127-134.
  • Gezerler, T. (2021). Etik liderlik ve okul etkililiği ile arasındaki ilişkide okul ikliminin rolü [Yüksek lisans tezi, Atatürk Üniversitesi]. https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Gökalp, G. (2008). Effects of stress on teacher decision making [Doktora tezi, Unıversıty of Southern Calıfornıa]. Available from ProQuest Dissertations & Theses Global: The Humanities and Social Sciences Collection. (Order No. 3341685). https://www.proquest.com/docview/304462330?pq-origsite=gscholar&fromopenview=true
  • Gökbulut, B., & Turan, S. (2021). Exploring the link between principals visionary leadership and school effectiveness. International Journal of Education Technology and Scientific Researches, 6(14), 589-623. http://dx.doi.org/10.35826/ijetsar.320
  • Gökçe, F., & Kahraman, P. B. (2010). Etkili okulun bileşenleri: Bursa ili örneği. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 23(1), 173-206.
  • Güçlü, N., Recepoğlu, E., & Kılınç, A. Ç. (2014). İlköğretim okullarının örgütsel sağlığı ile öğretmenlerin iş motivasyonları arasındaki ilişki. Hacettepe Üniversitesi Dergisi, 29(1), 140-156.
  • Hallinger, P. (2010). Leadership for learning: What we have learned from 30 years of empirical research. Paper presented at the Hong Kong School Principals’ Conference 2010: Riding the Tide, The Hong Kong Institute of Education, Hong Kong.
  • Heick, T. (2020, July 12). Six immediate strategies for improving teacher morale. Teach thought. Retrieved September 10, 2022, from https://www.teachthought.com/pedagogy/6-immediate-strategies-improving-teacher-morale/
  • Hinds, E. D. (2013). The role of experiential avoidance in teacher stress and mental health [Doktora tezi, University of Oregon). Retrieved from ProQuest Dissertations & Theses Global: The Humanities and Social Sciences Collection. (Order No. 3600086).
  • Hoy, W. K., & Ferguson, J. (1985). A theoretical framework and exploration of organizational effectiveness in schools. Educational Administration Quarterly, 21, 117-134. https://doi.org/10.1177/0013161X8502100200
  • Hoy, W. K., Tarter, C. J., & Kottkamp, R. B. (1991). Open schools/healthy schools: Measuring organizational climate. Beverly Hills, CA: Sage.
  • Hultz, C. T. (2021). Teacher Demoralization, Mental Health, and the Moderating Effect of Shame Resilience (Doktora tezi, University of North Dakota). https://www.proquest.com/docview/2572571157?pq-origsite=gscholar&fromopenview=true
  • Ibrahim, A., & Alhabbash, M. (2022). Teacher demoralization: A phenomenological study of triggers, development stages, and reactions. Teaching and Teacher Education, 109, 103562. https://doi.org/10.1016/j.tate.2021.103562
  • Kırca, A. (2019). Öğrenen örgüt ile öğretmen morali arasındaki ilişki [Yüksek lisans tezi, Pamukkale Üniversitesi]. https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Laila, A. (2015). The effective school: The role of the leaders in school effectiveness. Educational Research and Reciews, 10(6), 695-721. https://doi.org/10.5897/ERR2014.1986
  • Limon, İ. (2019). Eğitim örgütlerinde değişim yorgunluğu, eğitim politikaları bağlamında moral yitimi ve iş performansı arasındaki ilişki [Doktora tezi, Bolu Abant İzzet Baysal Üniversitesi]. https://tez.yok.gov.tr/UlusalTezMerkezi/
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Öğretmenlerin Eğitim Politikaları Bağlamında Moral Yitimleri ve Okul Etkililiği Arasındaki İlişki

Yıl 2023, , 191 - 208, 25.03.2023
https://doi.org/10.17240/aibuefd.2023..-1182443

Öz

Bu araştırma eğitim politikaları bağlamında öğretmen moral yitimi ile algılanan okul etkililiği arasındaki ilişkiyi irdelemektedir. Araştırmanın örneklemini 2021-2022 eğitim ve öğretim yılında Batman ilinde görev yapan ve uygun örnekleme yoluyla ulaşılan 267 öğretmen oluşturmaktadır. Araştırmada iki farklı veri toplama aracı kullanılmıştır. Öğretmenlerin moral yitimi düzeylerini ölçmek için “Eğitim Politikaları Bağlamında Öğretmen Moral Yitimi Ölçeği” ve okul etkililiğini ölçmek için “Algılanan Okul Etkililiği Ölçeği” kullanılmıştır. Moral yitimi öz bildirime, okul etkililiği ise öğretmen algılarına dayalı olarak ölçülmüştür. Veri normal dağılım varsayımını karşıladığı için veri analizinde parametrik testler kullanılmıştır. Tanımlayıcı istatistikler kapsamında aritmetik ortalamalar ve standart sapma değerleri, değişkenler arasındaki ilişkileri ortaya çıkarmak için Pearson korelasyon katsayıları hesaplanmış ve yordayıcı ilişkiler kapsamında basit ve çoklu regresyon analizleri yürütülmüştür. Bulgular, öğretmenlerin “orta” düzeyde moral yitimi deneyimlediklerini ve okullarını “orta” düzeyde etkili olarak algıladıklarını ortaya koymuştur. Öğretmen moral yitimi ile algılanan okul etkililiği arasında orta düzeyde, anlamlı, negatif bir ilişki söz konusudur. Öğretmen moral yitimi, okul etkililiğini anlamlı bir biçimde yordamaktadır. Elde edilen bulgular mevcut alanyazın temelinde tartışılmıştır. Araştırmacılar, bulgulara dayalı olarak ve gelecekteki araştırmalar için bazı önerilerde bulunmuştur.

Kaynakça

  • Abdullah, A. G. K., Yiing, M. H., & Ling, Y. L. (2016). Teachers’ morale and school effectiveness in secondary schools of Sibu, Sarawak. International Journal of Education, Culture and Society, 1(2), 52-57. https://doi.org/10.11648/j.ijecs.20160102.14
  • Ada, Ş., & Akan, D. (2007). Değişim sürecinde etkili okullar. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, 16, 343-373.
  • Barmao, C. (2012). Causes and effects of conflict on teacher morale in public primary schools in Eldoret municipality, Kenya. Journal of Education and Human Development, 1(1), 22-29.
  • Başaran, İ. E. (2000). Eğitim yönetimi nitelikli okul. Ankara. Feryal Matbaası.
  • Bradford, C., & Braaten, M. (2018). Teacher evaluation and the demoralisation of teachers. Teaching and Teacher Education, 75, 49-59. https://doi.org/10.1016/j.tate.2018.05.017
  • Büyüköztürk, Ş. (2017). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi Yayıncılık.
  • Carlson-Jaquez, H. A. (2016). Development an ınstrument to measure k-12 teacher demoralization in a test based accountability context [Doktora tezi, Virginia Commonwealth University]. https://scholarscompass.vcu.edu/cgi/viewcontent.cgi?article=5603&context=etd
  • Cemaloğlu, N. (2006). Analysis of the primary school teachers' perceptions of organizational health in terms of different variables. Hacettepe University Journal of Education, 30, 63-72.
  • Cerit, Y., & Yıldırım, B. (2017). İlkokul müdürlerinin etkili liderlik davranışları ile okul etkililiği arasındaki ilişki. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 6(3), 902-914. https://doi.org/10.14686/buefad.312405
  • Clarke, D. M. (2011). Depression, demoralization, and psychotherapy in people who are medically ill. In R. D. Alarcon, & J. B. Frank (Eds.), The psychotherpay of hope: The legacy of persuasion and healing (pp. 125-157). Baltimore: The Johns Hopkins University Press.
  • Daliri-Ngametua, R., & Hardy, I. (2022). The devalued, demoralized and disappearing teacher: The nature and effects of datafication and performativity in schools. Education Policy Analysis Archives, 30(102), 2-22. . https://doi.org/10.14507/epaa.30.6174
  • Elvira, D. (2020). Teacher demoralizatıon: Neoliberal influence on the complex education system and teacher morale. Electronic Theses, Projects, and Dissertations, 1165. https://scholarworks.lib.csusb.edu/etd/1165
  • Ermeydan, M. (2019). Öğretmen görüşlerine göre okul yöneticilerinin liderlik stilleriyle algılanan okul etkililiği arasındaki ilişki [Yüksek lisans tezi, Kahramanmaraş Sütçü İmam Üniversitesi]. https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Field, A. (2009). Discovering statistics using SPSS. Los Angeles: Sage Publications.
  • Frank, J. (2016). Demoralization and teaching: Lessons from the blues. Philosophy of Education Archive, 127-134.
  • Gezerler, T. (2021). Etik liderlik ve okul etkililiği ile arasındaki ilişkide okul ikliminin rolü [Yüksek lisans tezi, Atatürk Üniversitesi]. https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Gökalp, G. (2008). Effects of stress on teacher decision making [Doktora tezi, Unıversıty of Southern Calıfornıa]. Available from ProQuest Dissertations & Theses Global: The Humanities and Social Sciences Collection. (Order No. 3341685). https://www.proquest.com/docview/304462330?pq-origsite=gscholar&fromopenview=true
  • Gökbulut, B., & Turan, S. (2021). Exploring the link between principals visionary leadership and school effectiveness. International Journal of Education Technology and Scientific Researches, 6(14), 589-623. http://dx.doi.org/10.35826/ijetsar.320
  • Gökçe, F., & Kahraman, P. B. (2010). Etkili okulun bileşenleri: Bursa ili örneği. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 23(1), 173-206.
  • Güçlü, N., Recepoğlu, E., & Kılınç, A. Ç. (2014). İlköğretim okullarının örgütsel sağlığı ile öğretmenlerin iş motivasyonları arasındaki ilişki. Hacettepe Üniversitesi Dergisi, 29(1), 140-156.
  • Hallinger, P. (2010). Leadership for learning: What we have learned from 30 years of empirical research. Paper presented at the Hong Kong School Principals’ Conference 2010: Riding the Tide, The Hong Kong Institute of Education, Hong Kong.
  • Heick, T. (2020, July 12). Six immediate strategies for improving teacher morale. Teach thought. Retrieved September 10, 2022, from https://www.teachthought.com/pedagogy/6-immediate-strategies-improving-teacher-morale/
  • Hinds, E. D. (2013). The role of experiential avoidance in teacher stress and mental health [Doktora tezi, University of Oregon). Retrieved from ProQuest Dissertations & Theses Global: The Humanities and Social Sciences Collection. (Order No. 3600086).
  • Hoy, W. K., & Ferguson, J. (1985). A theoretical framework and exploration of organizational effectiveness in schools. Educational Administration Quarterly, 21, 117-134. https://doi.org/10.1177/0013161X8502100200
  • Hoy, W. K., Tarter, C. J., & Kottkamp, R. B. (1991). Open schools/healthy schools: Measuring organizational climate. Beverly Hills, CA: Sage.
  • Hultz, C. T. (2021). Teacher Demoralization, Mental Health, and the Moderating Effect of Shame Resilience (Doktora tezi, University of North Dakota). https://www.proquest.com/docview/2572571157?pq-origsite=gscholar&fromopenview=true
  • Ibrahim, A., & Alhabbash, M. (2022). Teacher demoralization: A phenomenological study of triggers, development stages, and reactions. Teaching and Teacher Education, 109, 103562. https://doi.org/10.1016/j.tate.2021.103562
  • Kırca, A. (2019). Öğrenen örgüt ile öğretmen morali arasındaki ilişki [Yüksek lisans tezi, Pamukkale Üniversitesi]. https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Laila, A. (2015). The effective school: The role of the leaders in school effectiveness. Educational Research and Reciews, 10(6), 695-721. https://doi.org/10.5897/ERR2014.1986
  • Limon, İ. (2019). Eğitim örgütlerinde değişim yorgunluğu, eğitim politikaları bağlamında moral yitimi ve iş performansı arasındaki ilişki [Doktora tezi, Bolu Abant İzzet Baysal Üniversitesi]. https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Limon, İ., & Sezgin Nargtün, Ş. (2021). Eğitim politikaları bağlamında öğretmenlerin moral yitimi düzeylerinin incelenmesi. (s.339-355). (Ed. İ. Aydın). Prof. Dr. Ali Balcı’ya Armağan içinde (s.339-355). Ankara Üniversitesi Yayınları: Ankara.
  • Mangin, R. (2021). Increasing Teacher Morale. BU Journal of Graduate Studies in Education, 13(1), 27-31.
  • Marczyk, G., DeMatteo, D., & Festinger, D. (2005). Essentials of research design and methodology. John Wiley & Sons: New Jersey.
  • Memişoğlu, S. P., & Aydın, A. A. (2014). İlköğretim okulu öğretmenlerinin okul ortamında morale ilişkin algıları. International Journal of Social Science, 26, 105-122. http://dx.doi.org/10.9761/JASSS2325
  • Memişoğlu, S. P., & Taşkın, S. (2019). Öğretmenlerin moral düzeylerinin öğretmen verimliliğine katkısı. Researcher, 7(2), 185-203.
  • Miskel, C. G., Fevurly, R., & Stewart, J. (1979). Organizational structures and processes, perceived school effectiveness, loyalty, and job satisfaction, Educational Administration Quarterly. 15(3), 97-118. https://doi.org/10.1177/0013131X79015003
  • Morris, J. E., Lummis, G. W., Lock, G., Ferguson, C., Hill, S., & Nykiel, A. (2020). The role of leadership in establishing a positive staff culture in a secondary school. Educational Management Administration & Leadership, 48(5), 802-820. https://doi.org/10.1177/1741143219864937
  • Mott, P. (1972). The characteristics of effective organizations. New York: Harper and Row.
  • Ngang, T. K., Abdulla, Z., & Mey, S. C. (2010). Teacher leadership and school effectiveness in the primary schools of Maldives. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 39, 255-270.
  • Noddings, N. (2014). High morale is a good cause. Educational Leadership, 71(5), 14-18.
  • Özden, Y. (2011). Okulu yeniden kurmak. Nobel Yayın Dağıtım: Ankara.
  • Phua, V. (2004). Convenience sample. (Ed. M.S. Lewis-Beck, A. Bryman, & T.F. Liao). The SAGE Encyclopedia of Social Science Research Methods içinde (s.197). SAGE Publications: California.
  • Purkey, S. C., & Smith, M. S. (1983). Effective schools: a review. The Elementary School Journal, 83(4), 427-452.
  • Sampayo, C., & Leichtman, K. (2021). A Concern for the teaching profession: Impacts of demoralization. FAU Undergraduate Research Journal, 10, 21-24.
  • Santoro, D. (2020). Teacher demoralization isn't the same as teacher burnout. Education Week. https://www.eschoolnews.com/files/2022/07/MerlynMind_UCI_AI_in_Classrooms_Final_Report__2022.pdf
  • Santoro, D. A. (2012). Teacher demoralization and teacher burnout: Why the distinction matter. Retrieved from http://www.ajeforum.com/teacher-demoralization-and-teacher-burnout-why-the-distinction-matters/
  • Santoro, D. A. (2018). Demoralized: why teachers leave the profession they love and how they can stay. Cambridge: Harvard Education Press.
  • Santoro, D. A. (2019). The problem with stories about teacher ‘burnout’. Phi Delta Kappan, 101(4), 26-33.
  • Santoro, D. A., & Hazel, J. (2022). Demoralization and remoralization: The power of creating space for teachers’ moral centres. Philosophical Inquiry in Education, 29(1), 16-21. https://doi.org/10.7202/1088376ar
  • Santoro, D. A., & Morehouse, L. (2011). Teaching's conscientious objectors: Principled leavers of high-poverty schools. Teachers College Record, 113(12), 2670-2704. https://doi.org/10.1177/0161468111113012
  • Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research, 8(2), 23-74.
  • Sezgin-Nartgün, Ş., Limon, İ., & Dilekçi, Ü. (2020). The relationship between sustainable leadership and perceived school effectiveness: the mediating role of work effort. Bartın University Journal of Faculty of Education, 9(1), 141-154. https://doi.org/10.14686/buefad.653014
  • Şahin, F. (2020). Okul yöneticilerinin teknolojik liderliğinin, okulun etkililiğine ve akademik başarısına etkisi [Doctoral tezi, Necmettin Erbakan Üniversitesi]. https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Şenel, T., & Buluç, B. (2016). İlkokullarda okul iklimi ile okul etkililiği arasındaki ilişki. TÜBAV Bilim Dergisi, 9(4), 1-12.
  • Şişman, M. (2004). Eğitim bilimine giriş. Ankara: Pegem Akademi Yayıncılık.
  • Tanrıöğen, Z. M. (2003). İlköğretim öğretmenlerinin moral düzeylerini etkileyen etmenler (Denizli ili örneği) [Yüksek Lisans Tezi, Pamukkale Üniversitesi]. https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Thomas, V. (1997). What research says about administrators' management style, effectiveness, and teacher morale. IL: Clearinghouse.
  • Tsang, K. K. (2019). Teachers as disempowered and demoralised moral agents: School board management and teachers in Hong Kong. British Journal of Educational Studies, 67(2), 251-267. https://doi.org/10.1080/00071005.2018.1497770
  • Tsang, K. K., & Liu, D. (2016). Teacher demoralization, disempowerment and school administration. Qualitative Research in Education, 5(2), 200-225. http://dx.doi.org/10.17583/qre.2016.1883
  • Ural, A., & Aksoy, O. (2005). Ortaöğretim okullarında öğretmen morali. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 5(2), 141-164.
  • Üstüner, M. (1999). Okul yöneticilerinin öğretmenleri etkilemekte kullandıkları güçler ve öğretmen morali (Malatya İli örneği) [Doktora tezi, Hacettepe Üniversitesi]. https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Wang, A. W., Walters, A. M., & Thum, Y. M. (2013). Identifying highly effective urban schools: Comparing two measures of school success. International Journal of Educational Management, 27(5), 517-540. https://doi.org/10.1108/09513541311329878
  • Wang, D. (2009). An ethnography of teachers in a rural school in China [Doktora tezi, Syracuse University]. https://www.proquest.com/docview/305080962?pq-origsite=gscholar&fromopenview=true
  • Will, M. (2021). As teacher morale hits a new low, schools look for ways to give breaks, restoration. EducationWeek. Retrieved August 21, 2022, from https://www.edweek.org/leadership/as-teacher-morale-hits-a-new-low-schools-look-for-ways-to-give-breaks-restoration/2021/01
  • Wronowski, M. L. (2021). De-professionalized and demoralized: A framework for understanding teacher turnover in the accountability policy era. Leadership and Policy in Schools, 20(4), 599-629. https://doi.org/10.1080/15700763.2020.1734209
  • Wronowski, M., & Urick, A. (2021). Teacher and school predictors of teacher deprofessionalization and demoralization in the United States. Educational Policy, 35(5), 679-720. https://doi.org/10.1177/0895904819843598
  • Yıldırım, İ., & Ada, Ş. (2018). Algılanan okul etkililiği ölçeği’nin (SE-Index) Türkçe’ye uyarlanması. Milli Eğitim, 219(Yaz), 19-32.
  • Young, D. (1998). Teacher morale and efficacy in rural Western Australia. Paper presented to the Australian Association for Research in Education, 1998. In Annual Conference, Adelaide.
  • Yürek, U., & Cömert, M. (2021). Okul yöneticilerinin değişimi yönetme yeterlikleri ile algıladıkları okul etkililiği arasındaki ilişkinin incelenmesi. Journal of Graduate School of Social Sciences, 25(4), 1762-1781.
  • Zahed-Babelan, A., Koulaei, G., Moeinikia, M., & Sharif, A. R. (2019). Instructional leadership effects on teachers’ work engagement: Roles of school culture, empowerment, and job characteristics. Center for Educational Policy Studies Journal, 9(3), 137-156. https://doi.org/10.26529/cepsj.181
Toplam 70 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Ümit Dilekçi 0000-0002-6205-1247

İbrahim Limon 0000-0002-5830-7561

Ayça Kaya 0000-0001-7510-7708

Yayımlanma Tarihi 25 Mart 2023
Gönderilme Tarihi 30 Eylül 2022
Yayımlandığı Sayı Yıl 2023

Kaynak Göster

APA Dilekçi, Ü., Limon, İ., & Kaya, A. (2023). The Relationship between Teacher Demoralization in Educational Policy Context and School Effectiveness. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 23(1), 191-208. https://doi.org/10.17240/aibuefd.2023..-1182443