A study of democratic school culture perceptions of sport high school students

Abstract

In this study; the perceptions of the students studying at sport high schools about democratic school culture were analysed in accordance with different variables. Participants of the research consisted of 216 students studying at Sport High Schools in Sakarya and Batman Provinces of Turkey. The data were collected with the Democratic School Culture Perception Scale (DSCPS). The estimated Cronbach Alpha reliability coefficient of the scale was .92. For the analysis of data, Mann Whitney U and Kruskal Wallis H tests from non-parametrical tests as well as descriptive statistical techniques were benefited from. According to the results of the research, the students' perceptions about democratic school culture did not vary in gender and number of sibling but varied in the relevant grade level.

Untitled

“…Furthermore, similar expressions were frequently mentioned in previous studies. Indeed, in previous studies it was emphasised accountability (MacMath, 2008), fair management (Işıkgöz, 2016), school aims (Levin, 1994), students' success and qualified education (Jenlink & Jenlink, 2008), problem solving (Beane 1990), motivation (Bindewald, Tannebaum & Womac, 2016), and job satisfaction (Alshurman, 2015).…”

“…The students can also bring into significant relationships with adult role-models and so they can have an important citizenship experience that gives them an insight into real social life. Democratic school should be based on improvement the school climate or enhance students' selfesteem (Apple & Beane, 2007), democratic culture (Işıkgöz, 2016) motivation for democratic participation (Bindewald, Tannebaum & Womac, 2016), democratic attitudes and behaviours teaching (Duman & Koç, 2004), democratic teaching practices and social justice (McDermott, 2012), student centered organization (Şişman, Güleş & Dönmez, 2010), democratic principles and practices in school management (Morhayim, 2008), democratic decision-making and participative management (Levis, 1994), democratic curriculum and teaching methodologies (Riedler & Eryaman, 2016), democratic policies and organizational structures (Alshurman, 2015), democratic awareness, reflection, dialogue (Hyde & LaPrad, 2015).…”

Özel Yetenekli̇ Li̇se Öğrenci̇leri̇ni̇n Ai̇le Ve Okula Yöneli̇k Demokrati̇k Ortam Algilarinin Beli̇rlenmesi̇

“…Güven (2005) tarafından yapılan araştırmada da anne baba eğitim düzeyleri ile davranış biçimlerinin öğrencilerin demokratik tutumları etkilediği, anne baba eğitim seviyesinin yükselmesinin öğrencilerin demokratik tutumlarını olumlu etkilediği sonucuna ulaşılmıştır. Işıkgöz (2016) tarafından yapılan araştırmada öğrencilerin demokratik okul kültürü algılarının cinsiyet ve kardeş sayısı bakımından farklılık göstermediği ancak sınıf seviyelerine göre farklılık gösterdiği sonucuna ulaşılmıştır. Kabasakal, Göçer Şahin, Kelecioğlu, Gelbal, Atar ve Doğan, (2015) tarafından yapılan araştırmada da öğrencilerin demokratik okul kültürü algılarının cinsiyet, kardeş sayısı ve baba eğitim durumu değişkenlerine göre farklılaşmadığını fakat okul ve kurum türü, sınıf düzeyi, anne eğitim durum ve gelir düzeyine göre farklılaştığını ortaya çıkarmıştır.…”