Examination of the Relationships between Academic Achievement and the Variables at the Levels of School and Students in Secondary Schools: Two-Level Path Analysis

Özdemir, Nedim; Yalçın, Mehmet Tufan

doi:10.15390/eb.2019.8056

Cited by 8 publications

(5 citation statements)

References 59 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The EDLM field has witnessed persistent interest in and even growing enthusiasm for uncovering the effects of school leadership on teaching and learning for the past several decades (Bossert et al, 1982; Hallinger, 2011; Louis et al, 2010; Sebastian et al, 2017). This research has explicitly shown that school leadership effects are mostly accrued through indirect ways, such as promoting teacher feelings, attitudes and dispositions as well as investing in school-wide processes such as climate, culture and structures (Bozkurt et al, 2021; Kwan, 2016; Özdemir and Yalçın, 2019). The current research aimed to add this evolving research avenue by bringing empirical evidence on how principal LCL might influence student achievement.…”

Section: Discussionmentioning

confidence: 99%

“…Although this research has concluded that the socioeconomic background was one of the strong determinants of student achievement (Domina et al, 2018; Leithwood et al, 2020), it has also established significant empirical links among principal leadership, varied school processes and student achievement (Hallinger, 2011). More specifically, we know from the available research that principals make a substantial difference to student learning by exercising strong instructional (Özdemir and Yalçın, 2019; Zuze and Juan, 2020), transformational leadership (Kwan, 2016), and distributed leadership practices (Heck and Hallinger, 2010).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Learning–centred leadership and student achievement: Understanding the mediating effect of the teacher professional community and parental involvement

Özdemir¹,

Gün²,

Yirmibeş³

2021

Educational Management Administration & Leadership

View full text Add to dashboard Cite

This paper examines the links between learning–centred leadership and student achievement through the mediating effect of teacher professional community and parental involvement. Using teacher and student survey data collected from 79 lower secondary Turkish schools in 12 provinces across the country in 2019, this study employs multilevel structural equation modelling. The findings of the current study add to the growing knowledge base in the non-western societies, revealing the impact of principals’ leadership on school processes and outcomes in Turkey. The study suggests that principals have a crucial role in improving student achievement by enhancing situations in which teachers work, namely, organisational and family paths. It suggests that principals’ leadership practices still matter for teacher professional community and parental involvement in non-western countries. Implications for policy, practice and further research are discussed.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Learning–centred leadership and student achievement: Understanding the mediating effect of the teacher professional community and parental involvement

Özdemir¹,

Gün²,

Yirmibeş³

2021

Educational Management Administration & Leadership

View full text Add to dashboard Cite

show abstract

“…This hints at the fact that, on account of student bullying in the school environment, the student does not feel comfortable or safe at school, and their commitment to school degrades. Consonantly, Özdemir and Yalçın's (2019) study recorded a positive relationship between students' perceptions of school safety and their Turkish, mathematics, and science scores. According to Aulia (2016), when students are bullied at school, they develop negative emotions and are exposed to physical and verbal bullying in their relationships with their peers.…”

Section: Conclusion and Discussionmentioning

confidence: 98%

Investigation of Turkish Students' School Engagement through Random Forest Methods Applied to TIMSS 2019: A Problem of School Psychology

Şevgin,

Eranıl

2023

IJPES

View full text Add to dashboard Cite

In this study, in line with TIMSS 2019 data, 8th grade students' school engagement in the Turkish education system and various variables in the field of science and mathematics, which are thought to be related to school engagement, were examined with the Random Forest method, a method amongst data mining methods. This research focuses on student bullying, which includes psychological factors at school, such as whether students like or dislike their lessons, their confidence in science, their self-confidence, absenteeism, and the effects of teachers' teaching methods on SE. The sample of the study consisted of 3872 students in the science data set and 3802 students in the mathematics data set, which remained as a result of the lost data deletion and assignment processes from 4077 students who originally participated in the application. The open-source Python infrastructure was used in the analysis of the data. Orange 3.32 data mining program was employed for model setup. The model performance criteria MSE, RMSE, MAE and R2 values obtained as a result of the analysis. In both areas, the variables that contribute to the prediction of students' school engagement were ranked according to their importance levels, starting from the most important, also interpreted and discussed. It was observed that the performance criteria of the established model have values close to zero in the field of science (MSE: 2.775 RMSE: 1.666 MAE: 1.267) and mathematics (MSE: 2.240 RMSE: 1.497 MAE: 1.131). Variables explain school engagement at the rate of 69.6% in science and 75.7% in mathematics. The order of importance of the variables in both areas showed a great similarity. Student bullying was obtained as the most important variable. Prospective studies can also be planned towards collecting more in-depth data deploying qualitative data collection methods under a qualitative research model that also includes the opinions of self, peers, teachers and parents. For the education policies that the TES should produce toward increasing SE, it is weighty to reduce and prevent student bullying in schools with sustainable practices. Exclusively school administrations should focus on student bullying with the help of counselors, diagnose the problems and take measures in and out of school according to the types of bullying.

show abstract

“…The choice of decreased secondary colleges in the studies setting is primarily based on severa reasons [7]. First, lowering secondary college is the volume of fundamental education for students to hold to better schooling.…”

Section: Introductionmentioning

confidence: 99%

Interaction in Literature Learning: An Ethnographic Study in Jakarta - Bataknese Cultural Perspectives

Simanjuntak¹,

Zuriyati²,

Utami³

2023

Proceedings of the 4th International Conference on Science Education in the Industrial Revolution 4.0, ICONSEIR 2022, November

View full text Add to dashboard Cite

This study aims to reveal the role of Bataknese -Jakarta culture in learning literature based on the aspects of the teacher-student interaction context and its pattern in Bataknese -Jakarta culture. The research was conducted at Saint Peter's Junior High School. The source of the data is the phenomenon of learning literature in the classroom. Data is taken from events, documents through several instruments including observation, document analysis and interviews. Checking the validity of the data is done through participatory counseling techniques which are then analyzed through domain analysis. The results obtained are that the context of teacher-student interaction in learning literature acts as a trigger for changes in the classroom atmosphere. Bataknese culture, which is located in big cities, especially Jakarta, is a means and attitude between teachers and students in achieving a life of mutual respect, peace, and literate culture.

show abstract

Examination of the Relationships between Academic Achievement and the Variables at the Levels of School and Students in Secondary Schools: Two-Level Path Analysis

Cited by 8 publications

References 59 publications

Learning–centred leadership and student achievement: Understanding the mediating effect of the teacher professional community and parental involvement

Learning–centred leadership and student achievement: Understanding the mediating effect of the teacher professional community and parental involvement

Investigation of Turkish Students' School Engagement through Random Forest Methods Applied to TIMSS 2019: A Problem of School Psychology

Interaction in Literature Learning: An Ethnographic Study in Jakarta - Bataknese Cultural Perspectives

Contact Info

Product

Resources

About