Examining the level of culturally responsive school culture

Gürkan Sarıdaş; Funda Nayır

Article Details

Examining the level of culturally responsive school culture

Authors:

Gürkan Sarıdaş | Funda Nayır

Publisher:

İzzet KARA

Main Topics:

Applied and Developmental Psychology (Other)

Journal:

International Journal of Assessment Tools in Education Vol.12 Issue 2, pp.387-413

Document Type:

Article

Publication Date:

1/2025

Document Language:

English

Document ID (Org No.):

2001341205

pISSN:

2148-7456

Keywords:

Abstract:

 Culturally responsive school culture is a type of school culture in which culturally responsive education is implemented. The purpose of the study was to define culturally responsive school culture, to identify its components, and to determine a roadmap for school administrators to transform school culture into a culturally responsive school culture. The research was designed with mixed methods. In accordance with the sequential exploratory design, qualitative data were first collected through a semi-structured interview form and in-depth research was conducted on an unknown situation. Then, quantitative data were collected through the Culturally Responsive School Culture Scale. Through the mixed method, the generalizability of qualitative data with quantitative data was examined. The research was conducted on teachers working in randomly selected provinces from Statistical Regional Units. In the qualitative part, there were 91 participants in total, including school administrators, teachers, students, and parents, while there were 541 teachers and 397 administrators in the quantitative part. As a result of the research, it was found that culturally responsive school culture consists of three dimensions: technical, institutional, and managerial, and has three outputs: success, development, and universalization. A definition of culturally responsive school culture was developed, and its values, assumptions and elements were identified. Various suggestions were made to researchers and practitioners within the scope of this model.

 Culturally responsive school culture is a type of school culture in which culturally responsive education is implemented. The purpose of the study was to define culturally responsive school culture, to identify its components, and to determine a roadmap for school administrators to transform school culture into a culturally responsive school culture. The research was designed with mixed methods. In accordance with the sequential exploratory design, qualitative data were first collected through a semi-structured interview form and in-depth research was conducted on an unknown situation. Then, quantitative data were collected through the Culturally Responsive School Culture Scale. Through the mixed method, the generalizability of qualitative data with quantitative data was examined. The research was conducted on teachers working in randomly selected provinces from Statistical Regional Units. In the qualitative part, there were 91 participants in total, including school administrators, teachers, students, and parents, while there were 541 teachers and 397 administrators in the quantitative part. As a result of the research, it was found that culturally responsive school culture consists of three dimensions: technical, institutional, and managerial, and has three outputs: success, development, and universalization. A definition of culturally responsive school culture was developed, and its values, assumptions and elements were identified. Various suggestions were made to researchers and practitioners within the scope of this model.

 Culturally responsive school culture is a type of school culture in which culturally responsive education is implemented. The purpose of the study was to define culturally responsive school culture, to identify its components, and to determine a roadmap for school administrators to transform school culture into a culturally responsive school culture. The research was designed with mixed methods. In accordance with the sequential exploratory design, qualitative data were first collected through a semi-structured interview form and in-depth research was conducted on an unknown situation. Then, quantitative data were collected through the Culturally Responsive School Culture Scale. Through the mixed method, the generalizability of qualitative data with quantitative data was examined. The research was conducted on teachers working in randomly selected provinces from Statistical Regional Units. In the qualitative part, there were 91 participants in total, including school administrators, teachers, students, and parents, while there were 541 teachers and 397 administrators in the quantitative part. As a result of the research, it was found that culturally responsive school culture consists of three dimensions: technical, institutional, and managerial, and has three outputs: success, development, and universalization. A definition of culturally responsive school culture was developed, and its values, assumptions and elements were identified. Various suggestions were made to researchers and practitioners within the scope of this model.

 Culturally responsive school culture is a type of school culture in which culturally responsive education is implemented. The purpose of the study was to define culturally responsive school culture, to identify its components, and to determine a roadmap for school administrators to transform school culture into a culturally responsive school culture. The research was designed with mixed methods. In accordance with the sequential exploratory design, qualitative data were first collected through a semi-structured interview form and in-depth research was conducted on an unknown situation. Then, quantitative data were collected through the Culturally Responsive School Culture Scale. Through the mixed method, the generalizability of qualitative data with quantitative data was examined. The research was conducted on teachers working in randomly selected provinces from Statistical Regional Units. In the qualitative part, there were 91 participants in total, including school administrators, teachers, students, and parents, while there were 541 teachers and 397 administrators in the quantitative part. As a result of the research, it was found that culturally responsive school culture consists of three dimensions: technical, institutional, and managerial, and has three outputs: success, development, and universalization. A definition of culturally responsive school culture was developed, and its values, assumptions and elements were identified. Various suggestions were made to researchers and practitioners within the scope of this model.

Article Details

Examining the level of culturally responsive school culture

Authors:

Gürkan Sarıdaş | Funda Nayır

Publisher:

İzzet KARA

Main Topics:

Applied and Developmental Psychology (Other)

Journal:

International Journal of Assessment Tools in Education Vol.12 Issue 2, pp.387-413

Document Type:

Article

Publication Date:

1/2025

Document Language:

English

Document ID (Org No.):

2001341205

pISSN:

2148-7456

Culturally responsive school culture

Changing school culture

Mixed method

Issues

Article Details

Examining the level of culturally responsive school culture

Authors: Gürkan Sarıdaş | Funda Nayır

Publisher: İzzet KARA

Main Topics: Applied and Developmental Psychology (Other)

Journal: International Journal of Assessment Tools in Education Vol.12 Issue 2, pp.387-413

Document Type: Article

Publication Date: 1/2025

Document Language: English

Document ID (Org No.): 2001341205

pISSN: 2148-7456

Culturally responsive school culture

Changing school culture

Mixed method

Issues

Authors:

Gürkan Sarıdaş | Funda Nayır

Publisher:

İzzet KARA

Main Topics:

Applied and Developmental Psychology (Other)

Journal:

International Journal of Assessment Tools in Education Vol.12 Issue 2, pp.387-413

Document Type:

Article

Publication Date:

1/2025

Document Language:

English

Document ID (Org No.):

2001341205

pISSN:

2148-7456