Page 64 - Azerbaijan State University of Economics

THE JOURNAL OF ECONOMIC SCIENCES: THEORY AND PRACTICE, V.76, # 1, 2019, pp. 48-69

school gains in the USA and Taiwan’ and Leithwood and Sun’s (2012) ‘The nature
and effects of transformative school leadership’ meta-analysis studies that, there is a
positive relationship between transformative leadership and school effectiveness.

Although findings of the studies mentioned above are similar to the findings of this
study, they were not found suitable to make a comparison with the general results of
the study since they involved only transformative leadership. In order to be able to
do better comparisons, it is suggested to carry out meta-analysis studies which deal
with other types of leadership as well.

It was determined that the effect size (0,559) calculated based on the relationship
between school effectiveness and school climate is at a positive, strong and
significant level (p<.05). This finding shows that a positive school climate is an
important factor in establishing effective schools. In a meta-analysis study which
embodies studies carried out in 1984-2005, the effect levels of various factors were
determined (cooperation among the personnel, an orderly school climate, observing
(measurement), curriculum quality, homework, duration of education, participation
of parents, success orientation, educational leadership and differentiation) and while
school climate’s effect size took the first ranks, it was seen that the effect of
educational leadership was at a low level (Scheerens,2013). Although the findings of
this meta-analysis on the school climate variable are similar to the findings of this
study, it can be stated that field studies which deal with school climate as well need
to be carried out for the results to be compared.

Moderator analyses were done in terms of publication type, school level and the
location of the study for the effect sizes calculated based on the relationship between
school effectiveness and leadership and it was seen that the effect sizes calculated
displayed differences at a significant level (p<.05) depending on the publication
type and the school type where the study was carried. It was determined that the
study written as a post-graduate dissertation has the lowest effect size and the studies
written as articles had the highest effect sizes in terms of publication type. It can be
stated that the reason for this result can be the number of articles dealt with in the
study(N=6) is higher compared to the number of post-graduate theses (n=1). In
addition, it can be considered that this result is caused by the high probability of the
publication of articles in journals (Borenstein et. Al, 2013; narrated by Yılmaz et. al,
2015). The addition of theses to the meta-analysis and decreasing publication
partiality can provide more productive information about the relationship between
school effectiveness and the concept of leadership.

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