The Necessity of School Effectiveness and the Ways to Reach

This study aimed to determine the factors that positively and negatively affected school effectiveness based on educators’ opinions and it employed case study method which is a qualitative research technique. Semi-structured interview form was utilized to identify educators’ perceptions regarding educational institutions’ effectiveness to seek the answers to the following questions: What are the teacher behaviors that positively and negatively reflect on school effectiveness? What are the administrator behaviors that positively and negatively reflect on school effectiveness? What are the characteristics of instruction programs that positively and negatively reflect on school effectiveness? What are the characteristics of the school culture and climate that positively and negatively reflect on school effectiveness? What are the student behaviors and the characteristics of the teaching-learning process that positively and negatively reflect on school effectiveness? How does the school environment affect school effectiveness and what are the parental behaviors that reflect on school effectiveness? Data were analyzed with the help of descriptive analysis method. Purposeful sampling method was used to determine the study group which was composed of nine educators attending the Master’s Program in Duzce University, Faculty of Education, Educational Administration, Supervision, Planning and Economics Department and at the same time working in various teaching posts. The following results were obtained: Teacher, administrator, instructional programs, school culture and climate, students, teaching-learning process, school environment and parent behaviors that were examined in the framework of school effectiveness had both positive and negative aspects. In order to increase the effectiveness, negative aspects should be eliminated.