The use of stakeholder voice through school self-evaluation in Turkish schools

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dc.authoridKurum, Gül/0000-0002-8686-7339
dc.authoridCinkir, Sakir/0000-0001-8057-938X
dc.authorwosidKurum, Gül/AAQ-4743-2020
dc.authorwosidCinkir, Sakir/P-9822-2016
dc.contributor.authorKurum, Gul
dc.contributor.authorCinkir, Sakir
dc.date.accessioned2024-06-12T11:13:56Z
dc.date.available2024-06-12T11:13:56Z
dc.date.issued2022
dc.departmentTrakya Üniversitesien_US
dc.description.abstractSchool self-evaluation based on multiple data sources has been used to evaluate the quality of education at schools. This study aims to reveal the state of the education process, health, safety, relations and communication, and participation in management at school. The study is conducted with a case study design, in a public secondary school. The researchers developed a School Self-Evaluation Model Supporting School Development and applied it to this study. In this study, two study groups were formed through purposeful sampling. Data was obtained from students, parents, teachers, and school administrators during the quantitative phase of the study, and these stakeholders were interviewed during the qualitative phase. In addition, while directing the implementation of their planned approach at the school, the authors conducted observations. The materials used to support the quantitative and qualitative data were also evaluated, and possible indicators were identified. According to the research findings, the stakeholders had good perceptions of the education processes in the school. Furthermore, the views of the stakeholders based on health, safety, relationships, and communication, participation in school management are also generally positive. However, it has been determined that there are some problems in student nutrition services, student relations, and participation in school management. All told, the stakeholders have generally satisfied with the education process at school. These findings have pointed out that school self-evaluation is very applicable for the constant improvement of schools based on various evidence.en_US
dc.identifier.doi10.1007/s11092-022-09385-z
dc.identifier.endpage389en_US
dc.identifier.issn1874-8597
dc.identifier.issn1874-8600
dc.identifier.issue3en_US
dc.identifier.scopus2-s2.0-85131073097en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage361en_US
dc.identifier.urihttps://doi.org/10.1007/s11092-022-09385-z
dc.identifier.urihttps://hdl.handle.net/20.500.14551/23738
dc.identifier.volume34en_US
dc.identifier.wosWOS:000802839400001en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherSpringer Heidelbergen_US
dc.relation.ispartofEducational Assessment Evaluation And Accountabilityen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectSchool Self-Evaluationen_US
dc.subjectAccountabilityen_US
dc.subjectSchool Improvementen_US
dc.subjectStakeholder Participationen_US
dc.subjectCase Studyen_US
dc.subjectTurkeyen_US
dc.titleThe use of stakeholder voice through school self-evaluation in Turkish schoolsen_US
dc.typeArticleen_US

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