HAYEF: Journal of Education

Researching Effective School Qualities and School Culture in Schools That Apply International Baccalaureate Primary Years Programme (PYP) in Turkey


Department of Social Science, Final International University, Nicosia, Cyprus

HAYEF: Journal of Education 2021; 18: 539-557
DOI: 10.5152/hayef.2021.21029
Read: 932 Downloads: 463 Published: 29 September 2021

This study aims to investigate school culture and effective school qualities based on the perceptions of primary school administrators and primary teachers of schools in which Primary Years Programme is applied. To address the research questions, a mixed-methods approach was used. Quantitative data were collected from 413 International Baccalaureate Primary Years Programme schools authorized in Turkey to implement the Primary Years Programme. On the other hand, qualitative data collection for case studies was done on five primary school administrators and ten primary school teachers from five schools through individual interviews. In this study, qualitative data related to variables have been presented in percentages, frequency, arithmetic average, and standard tables. In the determination process of inter-variable relationship, Pearson’s correlation coefficient technique has been used. In order to determine whether the scale points differ or not in terms of the variables under study, one-dimensional analysis of variance, independent group t, and Mann– Whitney U tests have been used. According to the results, a statistically positive correlation was observed between effective school qualities and positive school culture in International Baccalaureate schools. In addition, demographic variables caused significant differences among the respondents’ schools based on whether the school is International Baccalaureate World school or not.

Cite this article as: Akdoğan, A. (2021). Researching effective school qualities and school culture in schools that apply international baccalaureate primary years programme (PYP) in Turkey. HAYEF: Journal of Education, 18(3), 539-557.

EISSN 2602-4829