PISA 2012 Sonuçlarına Göre Okul Liderliği ve Okul Özerkliğinin Öğrenci Başarısına Etkisi

Abstract

The study aims at examining the effects of school leadership and school autonomy on students’ reading literacy performance in Korea, Mexico and Turkey according to PISA 2012 results. In this context, in Korea, Mexico and Turkey the characteristics of school leadership are defined in terms of framing and communicating the school’s goals and curricular development, instructional leadership, promoting instructional improvement and encouraging professional development and teacher participation in leadership and subsequently the effects of school principals’ leadership on students’ reading performance are examined. In addition, the level of autonomy the school principals have over resource allocation and academic and program evaluation is investigated and whether school autonomy has an effect on students’ performance or not is examined. The study also aims to analyze the effect of both school leadership and school autonomy on student performance. This is a correlational research study. The sample covers 15 year-old students taking PISA 2012 exam in Korea, Mexico and Turkey. The data of the study was comprised of the students reading literacy performance and the questionnaire that the school principals responded in Korea, Mexico and Turkey in PISA 2012. Percentage analysis was used to indicate the frequency of the activities that the school principals had done in their school in the previous year and indexes on framing and communicating the school’s goals and curricular development, instructional leadership, promoting instructional improvement and professional development and teacher participation in leadership are calculated. The level of schools’ autonomy was indicated via percentages and also scaled indices were calculated to analyze the autonomy of the school over resource allocation and academic and program evaluation. Stepwise multiple regressions were used to indicate the effects of school leadership and school autonomy on students’ reading performance. vi The study revealed that school principals in Mexico and Turkey showed leadership more frequently than the ones in Korea. It was concluded that there was no statistically significant relationship between school leadership and students’ reading performance in Korea. The study indicated that there was a statistically positive and low relationship between teacher participation in leadership, promoting instructional improvement and professional development and students’ reading performance in Mexico and in Turkey and these factors explained approximately %6 and %5 of total variance in students reading performance respectively. The study concluded that the schools in Korea, Mexico and Turkey did have no autonomy over resource allocation. On the other hand, the schools in Korea had more autonomy over academic and program evaluation than the schools in Mexico and Turkey. The study indicated that in Korea there was a statistically significant positive relationship between autonomy over course book selection and students’ reading performance and this autonomy explained approximately %4 of the total variance in students’ reading performance. In Mexico, there was a statistically moderate positive relationship between the autonomy over teacher recruitment, course book selection, student admissions, teacher salary increase, students’ assessment and disciplinary regulations and students’ reading performance and these factors explained 23% of the total variance in students’ reading performance. In Turkey, there was a statistically moderate positive relationship between the autonomy over student admissions, disciplinary regulations, teacher recruitment and the students’ reading performance. These factors related to school autonomy explained approximately %17 of the total variance in students’ reading performance. The study also indicated that both the school leadership and the school autonomy had an effect on students’ reading performance in Korea, Mexico and Turkey.