THE RELATIONSHIP BETWEEN TEACHERS EFFECTIVE SCHOOL PERCEPTIONS AND PROFESSIONAL BELONGING LEVELS

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In this study, it is aimed to examine the effective school perceptions and professional belonging levels of the teachers according to the branch, school type and the size of the school and to determine the relationship between the effective school perceptions and professional belonging of the teachers. The research model is a relational survey model that examines the relationship between effective school perception levels and the professional belonging of teachers. The sample of the study was determined by an appropriate sampling method. Teachers working in various public and private schools in Istanbul and Malatya constituted the sample of the research. The study consists of 350 teachers, 227 female and 123 male, in the 2018-2019 academic year. In order to determine the demographic characteristics of the teachers, a personal information form, School Effectiveness Scale and Professional Belonging Scale were applied. According to the findings of the study, effective school perceptions of preschool teachers were higher than other branch teachers. Effective school perceptions of teachers working in public schools are higher than those of teachers working in private schools. Teachers working in schools with 600 students or less had higher perceptions of effective schools. The level of professional belonging of classroom teachers was lower than preschool teachers and other branch teachers. Teachers working in schools with 600 students or less had higher levels of professional belonging. Another finding was that as teachers perceptions of effective school increased their professional loyalty increased.

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Effective school , professional belonging , professional organization , professional management , school size

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi