What Does Effective School Mean as a Qualitative Approach to Education?

1. Introduction

Studies carried out to increase the quality of education in schools have revealed the concept of "effective school". Studies on “effective school” have found that school has a great impact on student success. These studies have shown that effective schools can make a difference in learning.

In this study, an attempt was made to describe an effective school, and it was aimed to contribute to the discussions on the questioning and development of the effectiveness of schools.

2. Effective School Models and Definition

Effectiveness is a multidimensional concept. A theoretical framework is necessary in order to define an effective school. Many effectiveness models have been developed to date. Some of their assumptions are different from each other. The most important models that can form the basis of the concept of effective school are summarized below:

a. Purpose Model: According to the traditional approach to effectiveness, an organization is effective to the extent that it achieves its goals. This model has two basic assumptions:

1) A clear set of goals guides those who will make rational decisions in the organization.

2) These purposes are sufficient in number, clear enough and can be defined for participation by those concerned.

b. System Model: According to this approach, demands in the organization; It is numerous, complex and dynamic. It is therefore not possible to define very specific purposes. The effectiveness of an organization; It requires determination of the organization's internal consistency, efficiency in using its resources, the success of adaptation mechanisms, and the ability to compete with other organizations, especially for scarce resources.

c. Hoy and Ferguson Model: This model; It is a synthesis of the system model and the objective model. According to this view, effective organization or effective school is the degree to which the organization as a social system can achieve its goals with certain resources and means (without wasting its aims and resources and without putting unnecessary limitations on its members).

As it can be understood from these theoretical approach models, it is difficult to define the effective school, but there is a higher consensus on two definitions: According to a group of theorists, effective school is "the school where the students' cognitive, affective, motor, social and aesthetic developments are provided in the most appropriate way and a most favorable learning environment is created". is defined. Another group of theorists define the effective school as “a school that is effective in teaching basic skills and other behaviors to all students, not just the chosen ones”.

3. Variables Associated with Effective School

The main variables that an effective school relates to are:

a. Management Style: The leadership of the administrator is inevitable in the creation of an effective school. The effective administrator spends most of his time dealing with teaching problems in classrooms and other learning environments. Since the main concern is teaching problems, the school principal, as an instructional leader, tries to integrate all school activities towards the improvement of teaching and learning.

b. Institutional Focus: Here, the main purpose and focus of attention of the school is determined. All groups related to the school, administrators, teachers and other interested groups should know the purpose. The school should introduce and announce its main purpose and focus of interest to all concerned.

c. School Climate: An effective school should be tidy, safe, clean, appropriate and supportive so that it can achieve its core goals. There is a mutual task interaction among all staff in an effective school. Because many tasks fall on all personnel in creating the climate that leads to effective teaching and learning.

d. Academic Expectations of Teachers: First of all, teachers reveal the minimum knowledge and skills that students should have. In this context, important teacher behaviors such as giving homework, responding to students' homework and other studies, egalitarian discipline behavior and classroom management come to the fore.

D. Using Student Achievement Data as a Basis for Program Evaluation: Any program or activity that does not increase student achievement cannot be used in an effective school. Students should be evaluated not by comparison with each other, but by their minimum achievement level, which is the same for all students.

In addition to the basic variables above, the variables that the effective school is related to can be grouped into two main groups:

I. Organizational Factors: The factors that make up the characteristics of an effective school are:

1) Effective school leadership,

2) School supportive climate,

3) Emphasis on curriculum and instruction,

4) Clear goals and high expectations from students,

5) Existence of a system to manage success and performance,

6) Continuous development of personnel and in-service training,

7) Involvement and support of relevant personnel.

II. Process Factors: The factors that make up the main dynamic of an effective school are:

1) A guiding value system,

2) Intense interaction and communication,

3) Collaborative planning and implementation.

4. The Role of the Administrator in an Effective School

The role of the school administrator has an important place in creating an effective school. In other words, one of the most important steps to be taken in achieving an effective school is the leadership characteristic of the school administrator. It is an issue that many researchers agree on, that the school administrator has an important place as a leader in creating, managing and maintaining an effective school. In effective school studies, it is emphasized that school administrators should have leadership characteristics and their active presence in the classroom will create better schools. The good relations that the school administrator establishes with the students and teachers increase the success of the teacher and the student.

Some of the leadership behaviors of an effective school administrator are: emphasizing success, creating instructional strategies, preparing a positive school climate, frequently monitoring and evaluating student progress, supporting teachers, setting goals and expectations for instruction clearly, spending most of his time dealing with instructional problems. .

5. The Role of the Teacher in Developing an Effective School

Effective teaching requires being responsible to himself and his students. The conditions for teachers to be effective are:

a. Applications should be made to provide prospective teachers with extensive experience in various environments and conditions.

b. Teachers should be given the skills to analyze various aspects of their own teaching.

c. Teachers; should be trained in the fields of curriculum planning, student performance, classroom management, teaching methods and techniques.

d. A climate-culture that supports effective teaching should be created. This climate should emphasize the main task of the school, teaching, have high expectations from everyone, encourage collaborative planning, academic and collaborative relationships, and point to the order and discipline that lead to effective learning of students.

D. In order for teachers to carry out effective teaching, it should be ensured that they see themselves adequately about the necessary changes and innovations and have a positive perception of the value of innovation.

6. The Climate-Culture Factor in an Effective School

An effective school must have a positive climate suitable for learning. Although new changes are required for the development of the school, it is not possible for the school to develop unless a positive climate is created in the school. The knowledge and interactions of school personnel; Over time, it causes the development of a school-specific culture at school. This culture; consists of norms, beliefs, attitudes, expectations, behaviors and tendencies.

The biggest task in creating a positive climate in the school falls on the administrator. The manager cannot create a positive climate by sitting in the study. The school administrator must be fair, consistent and talented; Being "visible" at the right place and time paves the way for a positive learning environment.

A prerequisite for an effective school is to examine the interests, abilities and aspirations of effective and diverse groups (teachers, students, parents and other personnel) in the school and to ensure that they are harmonized or reconciled with the purpose and culture of the school. After this condition is fulfilled, it is necessary to work for common goals and -in the final stage- to take a participatory decision.

7. Conclusion and Recommendations

The findings obtained in the researches about the effective school led to the following conclusions and recommendations. Since these include indicators related to effective school, they serve as a guide for educational institutions and schools.

a. Effectiveness is a multidimensional concept. Therefore, many factors play a role in the effectiveness of a school. At the beginning of these factors is the agreement of the administrator, teacher and the organization in determining the necessary climate.

b. effective school; means a change in norms, attitudes and practices at school. Changing with a top-down strategy is the appropriate method.

c. If it is desired to reach an effective school, all school personnel, especially the school administrator, should be trained in this direction. In this context, administrators and teachers need to be selected, trained, prepared and formed an appropriate attitude. Especially in the effective use of resources, the decision-making roles of teachers and administrators are very important. According to a study, it has been revealed that school leadership and staff's commitment to innovation are the two most important factors in the formation of an effective school.

d. Staff is very important in effective schools. Teachers influence student learning through student performance and expectations; they are also influencing their own teaching performance expectations. Students influence each other by their level of achievement. School administrators influence teaching by creating a supportive climate.

D. The main evidence of a school's effectiveness is the students it produces. For this reason, expectations from students in line with the duties and functions of the school should be clearly and fully revealed. The basis of effective school understanding is the assumption that "all students can learn" and "all teachers can teach". An effective school is one that succeeds in teaching all of its students basic skills; Its purpose is equality and quality. Therefore, it should be essential to empower students with alternative choices.

Distinctive features of schools that make a difference in learning; focus on students' academic achievement, have high expectations for student success, plan and use academic learning time effectively and efficiently, have a regular and supportive school climate, provide learning opportunities for teachers and students, regular evaluation, use programs, results in students is transportation.

f. As a result of the participation of the family and the parents in the school, the voluntary activities carried out by the families increase the success of the students.

g. Improvements in financial resources are necessary but not sufficient for the effectiveness of the school. What matters is how the resources will be used.

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