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Ercan Yılmaz, Gulnar Jafarova: Leadership and School Climate in Effective Schools: A Meta-
Analysis

In terms of the school type where the study was carried out, it was determined that the

effect size calculated in studies which involved primary, middle and high-schools was
the lowest and the effect size calculated in a study in which the school type was not
indicated was the highest. Effect size being low in studies in which primary, middle
and high-schools are dealt with together might be caused by leadership roles being
different since the needs of primary, middle and high-schools are different and thus,
dealing with these school types together in studies is the factor which affects their
results.

In terms of the location of the study, a difference at a significance level was not
found (p>.05). This result can be associated with the idea that leadership is an
important factor in all schools regardless of physical factors.

For the effect sizes calculated based on the relationship between school effectiveness
and school climate, moderator analyses were done in terms of publication type and the
location of the study. According to the results of the analyses, a significant difference
was not found in terms of publication type and publication place variables (p>.05).
These findings can be explained through the number of studies being equal to the
publication types of the studie s involved in the study and the fact that a positive school
climate is an important factor in schools’ being effective regardless of regional
differences.

When the literature was reviewed, it was not possible for the findings of the study to
be compared with the results of other studies since there are no meta-analysis studies
which deal with the relationship between school effectiveness and school climate
and leadership and the number of similar studies being low. It can be suggested for
more independent studies to be carried out on this subject based on the need to
increase the effectiveness level of schools in line with developments and to subject
these independent studies to the meta-analysis method after a certain time period.

REFERENCES
Abdurrezzak, S. & Uğurlu, C.T (2016). Okul liderliği davranış ve uygulamalarının
okul etkililiğini sağlamadaki rolüne ilişkin öğretmen algılarının incelenmesi. CÜ
Sosyal Bilimler Dergisi, 40 (1), ss.215-242.

Al-Harthi, A.S.A., & Al-Mahdy, Y.F.H (2016). Distributed leadership and school
effectiveness in Egypt and Oman: an exploratory study. İnternational Journal of
Educational Management. https://doi.org/10.1108/IJEM-05-2016-0132

Bakioğlu, A. ve Özcan, Ş. (2016). Meta Analiz (1. Baskı). Ankara: Nobel.

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