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ERIC Number: EJ955530
Record Type: Journal
Publication Date: 2011-Oct
Pages: 14
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-1683-1381
The Measurement of Collaborative School Culture (CSC) on Turkish Schools
Gumuseli, Ali Ilker; Eryilmaz, Arzu
New Horizons in Education, v59 n2 p13-26 Oct 2011
Background: School culture is a system of shared orientations that holds a unit together and gives it a distinctive identity (Hoy, 1997). It is a multifaceted concept composed of different factors (Devos et al., 2004; Maslowski, 2001). Aim: The study both aimed to measure the realization rates of collaborative school culture in Turkish public schools and determine the relation between the realization rates of collaborative school culture in terms of the "type" and "size" of schools. Sample: The research was administered to school principals (n = 756) in 6 different types of schools in Istanbul, Turkey, 2007. The sample of the study included 123 large-sized schools (2001-3000 students), 293 medium-sized schools (1001-2000 students) and 340 small-sized schools (10-1000 students). Method: The quantitative research methodology was used to obtain data to validate six major factors: (1) unity of purpose, (2) collaborative leadership, (3) professional development, (4) teacher collaboration, (5) collegial support and (6) learning partnership. The School Culture Survey was developed by Gruenert (1998). It contains Likert-type response options of 36 items tested in a pilot study to establish "content validity" and "reliability". Analysis of variance (ANOVA) and t-test were used as descriptive statistics. Results: Six of the collaborative school culture factors (Gruenert, 1998) were identified in Turkish public schools. As a result, Anatolian high school principals' perceptions of mean scores were identified as the highest whereas trade high schools' were determined as the lowest. A significant difference with respect to the "type" of school was found; however, no significant difference with respect to the "size" of the school was identified. Conclusion: Results implied that school principals generally created and contributed to develop collaborative school culture by building collective and collaborative relationships in schools. (Contains 4 figures and 3 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey