The relationship between school building and school life satisfaction<p>Okul binaları ve okul yaşam doyumu arasındaki ilişki

Semiha Şahin

doi:10.14687/jhs.v15i4.5578

Authors

Semiha Şahin Dokuz Eylül University

DOI:

https://doi.org/10.14687/jhs.v15i4.5578

Keywords:

School building, life satisfaction, academic achievement, green school, Okul binaları, yaşam doyumu, akademik başarı, yeşil okullar

Abstract

The purpose of this research is to examine whether low and high student success and green-mixed-old types of buildings have a meaningful relationship with perceptions of teachers on quality of school buildings, and the relationship between school building conditions and life satisfaction of teachers, and the degree of effects of buildings to this satisfaction. Quantitative methods were used in the research. 170 participants of research were elementary and middle school teachers from Madison/Wisconsin, US. Stratified random sampling was used in the research. In data collection, ‘Quality School Building Scale’ and ‘Teachers Life Satisfaction Scale’ were used. Data was analyzed with Mann Whitney U test, F & r statistics, and multifactor regression analysis. According to results, school building conditions and life satisfaction of teachers has a positive relation. A significant correlation was found between perception of teachers of school buildings, and low or high academic success of students in the dimension of ‘equipment and building of school’ and ‘physical condition and equipment’ - in favor of green schools. Life satisfaction has an intermediate level meaningful relationship with school campus and lightnings, and with a close resulted, there is a low level meaningful relationship with visibility range and acoustics. School building sizes explains 20% of unidimensional life satisfaction. Thus, bettering the conditions of building should be an important task for authorities and employees of schools.

Extended English summary is in the end of Full Text PDF (TURKISH) file.

Özet

Bu araştırmada öğretmenlerin okul bina kalitesine algıları arasında öğrenci başarısı ve okul bina tipine göre anlamlı bir farkın olup olmadığı; okul bina koşullarıyla öğretmenlerin okul yaşam doyumları arasındaki ilişkinin incelenmesi amaçlanmıştır. Araştırmanın katılımcıları ABD, Wisconsin/Madison’da ilk ve orta dereceli okullarda görev yapan öğretmenlerdir. Araştırmada tabakalı seçkisiz örnekleme yöntemi kullanılmış, 170 öğretmen örneklemde yer almıştır. Veri toplama aracı olarak “kaliteli okul binası ölçeği” ve Yaşam Doyumu Öğretmen Ölçeği adlı ölçekler kullanılmıştır. Veriler Mann Whitney U, F ve r istatistiği ile çok faktörlü regresyon analizi yapılmıştır. Araştırmanın sonuçlarına göre öretmenlerin okul bina koşulları ve yaşam doyumuna algıları olumludur. Akadamik başarıya göre öğretmen algıları toplam ölçek ve fiziksel koşullar boyutunda farklılaşırken, okul tipine göre yeşil okullar lehine tüm tüm boyutlarada farklılaşmaktadır. okulların lehinedir. Okul binaları ve öğretmenlerin okul yaşam doyumları arasında pozitif yönlü bir ilişki vardır. Okul yaşam doyumu ile fiziksel koşullar ve ışıklandırma boyutları arasında orta, akustik ve görüş mesafdesi boyutları arasında ise az bir farkla düşük düzeyde püzitif bir ilişki vardır. Okul bina ve donanımı okul yaşam doyumunu %20 düzeyinde açıklamaktadır. Bu durumda okul binalarının durumun iyileşmesi yetkililerin ve okul çalışanlarının önemeli bir konusu olmalıdır.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Author Biography

Semiha Şahin, Dokuz Eylül University

Doç. Dr., Dokuz Eylül Üniversitesi, Buca Eğitim fakültesi, Eğitim Yönetimi ABD

References

Akar, R. ve Sadık, F. (2003). İlköğretim okul binalarının fiziksel açıdan değerlendirilmesi. Eğitim ve Bilim, 28 (130), 16-23.

Aydemir, P., ve Erdoğan, E. (2013). İş görenlerin ücret tatmini, iş tatmini ve performans algısı1. Kamu-İş, 13(2), 127-153.

Baker, L. & Bernstein, H. (2012).The Impact of school buildings on student health and performance: A Call for Research, McGraw-Hill Research Foundation, www.mcgraw-hillresearchfoundation.org.

Baker, L. (2010). What school buildings can teach us: post-occupancy evaluation surveys in K-12 learning environments. Masters Thesis, Department of Architecture, University of California at Berkeley, Berkeley, CA.

Balcı, A. (2004). Sosyal Bilimlerde Araştırma: Yöntem, Teknik ve İlkeler. (4. Baskı). Ankara: Pegema Yayıncılık.

Bartels, E. M. (2013). Transparency: The unspoken design element: How levels of visibility affect adult learning and sharing, Theses from the Architecture Program. University of Nebraska-Lincoln.

Berg, F., Blair, J., Benson, P. (1996). Classroom acoustics: The problem, impact and solution. Lang Speech Hear Serv Schools 27: 16-20.

Bishop, M. (2009). A case study on facility design: The impact of new high school facilities in Virginia on student achievement and staff attitudes and behaviors. EdD dissertation, The George Washington University, United States: Washington, DC.

Blackmore, J., Bateman, D., Louglin, J., O’maar, J. & Aranda, G. (2011). Research into the connection between built learning spaces and student outcomes. Centre for Research in Education Future and Inovation, Deakin university. No: 22.,

Branham. D. (2004). The wise man builds his house upon the rock: The effects of inadequate school building infrastructure on student attendance. Social Science Quarterly. 85(5), 1112-1128.

Buckley. J. Schneider. M. & Shang. Y. (2004). The effects of school facility quality on teacher retention in urban school districts. National Clearinghouse for Educational Facilities. Washington DC. Retrieved February 15 (2014). from <http://www.edfacilities.org/pubs/teacherretention.pdf>.

Cash, C. S. (1993). A study of the relationship between school building condition and student achievement and behavior. Unpublished Doctoral Dissertation, Blacksburg, VA.: Virginia Polytechnic Institute, State University.

Chan, T. C. (1979). The impact of school building age on the achievement of eighth-grade pupils from the public schools in the State of Georgia. Unpublished Dissertation, Athens, GA: University of Georgia.

Cohen, L. M. (2007). Bridging two streams of office design research: A comparison of design/behavior and management journal arrticles from 1980-2001. Journal of Architectural and Planning Research, 24 (4), 289-307.

Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education. London and New York: Routledge.

Csobod, E., Annesi-Maesano, I., Carrer, P., Kephalopoulos, S,. Madureira, J., Rudnai, P. & Fernandes, E. O. (2014). Schools indoor pollution ve health observatory network in Europe, European Commission Finally Report, Luxembourg: Publications Office of the European Union, doi: 10.2788/99220.

Çivitci, A. (2009). İlköğretim öğrencilerinde yaşam doyumu: Bazı kişisel ve ailesel özelliklerin rolü. Eğitim Fakültesi Dergisi XXII (1), 29-52.

Çivitçi. A. (2012). Üniversite öğrencilerinde genel yaşam doyumu ve psikolojik ihtiyaçlar arasındaki ilişkiler. Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi. 21(2). 321-33.

Dalak, H. (2012). Yönetici gözü ile okulda şiddetin boyutlari, Halk Sağlığı Günleri 2. Ulusal Okul Sağlığı Sempozyumu (17-18 Mayıs) Adana:

Davis, J. (2002). Effective schools, organizational culture, and local policy initiatives. NY Teachers College Press.

Diener, E. & Diener, M. (1995). Cross-cultural correlates of life satisfaction and self-esteem, Journal of Personality and Social Psychology, 68, 653-663.

Durán-Narucki, V. (2008). School building condition, school attendance and academic achievement in New York City public schools: A mediation model. Journal of Environmental Psychology, 28, 278-286.

Earthman, G. I. & Lemasters, L. (1996). Review of the research on the relationship between school buildings, student achievement, and student behavior. Paper presented at the annual conference of the Council of Educational Facility Planners International, October, Tarpon, FL.

Earthman, G. I. (1998). The impact of school building condition and student achievement, and behavior. Paper presented at the European Investment Bank/Organization for Economic Coordination and Development International Conference, 16-17 November, Luxembourg

Earthman, G. I. (2004). Prioritization of 31 criteria for school building adequacy, american civil liberties union foundation of Maryland, Baltimore, MD.

Erdoğan, Z. (2001). İlk ve orta okulların ergonomik açıdan incelenmesi ve iyileştirme önerileri. Yayımlanmamış Yüksek Lisans Tezi, İstanbul: Marmara Üniversitesi Fen Bilimleri Enstitüsü.

Evans, G. W., & Maxwell, L. (1997). Chronic noise exposure and reading deficits: The mediating effects of language acquisition. Environment and Behavior, 29(5), 638-656.

Figueiro, M.G. & Rea M.S. (2010). Lack of short-wavelength light during the school day delays dim light melatonin onset (DLMO) in middle school students. NeuroEndocrinology Letters, 31 (1), 92-96.

Fine, M., Burns, A., Payne, Y. & Torre, M. E. (2004). Civic lessons: The color and class of betrayal. Teachers College Record, 106 (11), 2193-2223.

Finlinson, S. (2015).The people side of performance contracting, Climate Neutral Campus Report, http://www.climateneutralcampus.com/

Gilman. R. & Huebner. E. S. (2006). Characteristics of adolescents who report very high life satisfaction. Journal of Youth and Adolescence. 35. 293-301.

Gök, H. (1999). İlköğretimde Okul binalarının kullanım durumu - zaman ve ergonomik açıdan (Elazığ ili örneği). Yayınlanmamış Yüksek Lisans Tezi. Elazığ: Fırat Üniversitesi Sosyal Bilimler Enstitüsü.

Gömleksiz, M. ve Temel, A. (1993). Yapıları açısından devlet okullarının görünümü. 21. Yüzyıla Doğru Eğitim Yapıları Sempozyumu. 13-14 Mayıs. İstanbul: Yıldız Teknik Üniversitesi Mimarlık Fakültesi.

Gün, B. (2001). İlköğretim okul binalarının bugünkü yapılaşma durumu üzerine bir araştırma. Yayınlanmamış Yüksek Lisans Tezi. Ankara: Gazi Üniversitesi Fen Bilimleri Enstitüsü.

Gündoğar, D., Sallan-Gül, S., Uskun, E. ve, Demirci, S., Keçeci, D. (2007). Üniversite öğrencilerinde yaþam doyumunu yordayan etkenlerin incelenmesi, Klinik Psikiyatri, 10, 14-27).

Heschong Mahone Group (2003). Windows and classrooms: A Study of student performance and the indoor environment. California Energy Commission (P500-03-082-A-7).

http://www.centerforgreenschools.org(http://www.centerforgreenschools.org

Karakütük, K., Tunç, B., Bülbül, T., Özdem, G., Taşdan, M., Çelikkaleli, Ö. ve Bayram, A. (2012). Türkiye’de genel ortaöğretim okullarının büyüklüğüne göre fiziksel koşulların yeterliği. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 45 (2), 183-204.

Karasar, N. (2003). Bilimsel Araştırma Yöntemi. (12. Baskı). Ankara: Nobel Yayıncılık.

Karasolak, K. (2009). Mimari özellikleri farklı ilköğretim okullarındaki öğrenci ve öğretmenlerin okullarının bina ve bahçeleri hakkındaki görüşlerinin incelenmesi. Yayımlanmamış Yüksek Lisans Tezi. Adana: Çukurova Üniversitesi Sosyal Bilimler Enstitüsü.

Kilpatrick. A. (2003). Facility condition as an influence on school climate: A study of two separate school settings. Unpublished Doctoral Dissertation. USA: The University of Alabama.

Knecht, H., Nelson, F., Whitelaw, G., & Feth, L. (2002). Structural variables and their relationship to background noise levels and reverberation times in unoccupied classrooms. American Journal of Audiology, 11, 2.

Kuller, R., & Lindsten, C. (1992). Health and behavior of children in classrooms with and without windows. Journal of Environmental Psychology, 12, 305-317.

Lewis, M. (2001). Facility conditions and student test performance in the Milwaukee public schools. Council for Educational Facilities Planners International. Retrieved February 15 (2014), from <http://www.ncef.org/rl/impactşlearning.cfm>.

Liao, W. (2010). A Study on the relationship between the quality of school facilities and educational outcomes. Unpublished Doctoral Dissertation. Taiwan: National Chengchi University.

Lowe, J. M. (1990). The interface between educational facilities and learning climate in three elementary schools. Unpublished Doctoral dissertation. Texas: College Station, Texas A&M University.

Maxwell, L. (1999). School renovation and student performance: One district’s experience. Council for Educational Facility Planners International, Scottsdale, AZ.

Maxwell, L. E. & Schechtman, S.L. (‎2012). The Role of objective and perceived school building quality in student academic outcomes and self-perception, Children, Youth and Environments, 22.

Mcgowen, R. S. (2007). The impact of school facilities on student achievement, attendance, behavior, completion rate and teacher turnover rate in selected Texas high school. Unpublished Doctoral Dissertation. USA: Texas A&M University.

McGraw-Hill Construction (2012). New and retrofit green schools: the influence of a green school on its occupants, Key Findings from a New McGraw-Hill Construction SmartMarket Research Study. http://centerforgreenschools.org/Libraries/Resources_Documents/GreenSchools_MHCstudy_keyfindings_14nov12.sflb.ashx

Miller, H. (2009). Adaptable spaces and their impact on learning, Research Summary, Herman Miller Inc, http://www.hermanmiller.com/research/research-summaries/adaptable-spaces-and-their-impact-on-learning.html.

Mok, M., & Flynn, M. (1998). Effect of Catholic school culture on students' achievement in the higher school certificate examination: A multilevel path analysis. Educational Psychology, 18(4), 409-432.

O’Neil, D. J. & Oates, A. D. (2001). The impact of school facilities on student achievement, behavior, attendance and teacher turnover rate in central Texas middle schools. CEFPI Educational Facility Planner, 36 (3), 14-22.

Oyman, N. (2010). İlköğretim okullarının fiziksel yapılarına ilişkin öğrenci tutumları ve öğretmen memnuniyetlerinin değerlendirilmesi. Yayınlanmamış Yüksek Lisans Tezi. Eskişehir: Osmangazi Üniversitesi.

Öksüz, E. ve Malhan, S. (2005). Sağlığa bağlı yaşam kalitesi: Kalitemetri, Başkent Üniversitesi Araştırma Raporu, Ankara. http://www.ergunoksuz.com/pubs/sbyk_kalitemetri.pdf.

Petruzzellis, L., D’Uggento, A. M., & Romanazzi, S. (2006). Student satisfaction and quality of service in Italian universities. Managing Service Quality, 16(4), 349-364.

Ruzsala, J. A. (2008). The condition of the high school facilities in the commonwealth of virginia„s metropolitan school divisions and the relationship to teacher satisfaction. Doctoral Dissertation, Washington D.C.: The George Washington University.

Sanoff. H. Pasalar. C. & Hashas. M. (2001). School building assessment methods. National Clearinghouse for Educational Facilities Report. http://www4.ncsu.edu/unity/users/s/sanoff/www/schooldesign/schoolassess.pdf

Suldo, S.M. & Huebner, E.S. (2006). Is extremely high life satisfaction during adolescence advantageous? Social Indicators Research, 78, 179-203.

Tanner, C. K. (2009). Effects of school design on student outcomes. Journal of Educational Administration, 47 (3), 381-399.

Uline, C. & Tschannen-Moran, M. (2008). The walls speak: The interplay of quality of facilities, school climate, and student achievement. Journal of Educational Administration, 46 (1), 55-73.

Uz-Baş, A. (2011). Investigating levels and predictors of life saticfaction among prospective teachers. Eurasian Journal of Educational Research, 44, 71-88.

Ünal, S., Öztürk, M., ve Gürdal, A. (2000). İlköğretim okullarının bina standartlarına uygunluğu. Pamukkale Üniversitesi, Eğitim Fakültesi Dergisi, 7, 74-79.

Üngüren, E., Doğan, H., Özmen, M. ve Tekin, Ö. A. (2010). Otel çalışanlarının tükenmişlik ve iş tatmin düzeyleri ilişkisi. Journal of Yasar University, 17(5), 2922‐2937.

Young, E., Green, H. A., Roehrich-Patrick, L., Joseph, L., & Gibson, T. (2003). Do K-12 school facilities affect education outcomes? A Staff Information Report, The Tennessee Advisory Commission on Intergovernmental Relations. Retrieved February 19 (2014) from <http://w3ww.state.tn.reen schoolsus/tacir/PDFşFILES/Education/ SchFac.pdf>.

Zuraimi, M. S., Tham, K. W., Chew, F. T. & Ooi, P. L. (2007). The effect of ventilation strategies of child care centers on indoor air quality and respiratory health of children in Singapore. Indoor Air, 17(4), 317-327.