Page 49 - Azerbaijan State University of Economics

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

Özdemir (2009) in his study states that effective schools are places where the

cognitive, emotional, psycho-motor and aesthetic developments are supported in the
best manner in which the optimal learning environment is created.
The concept of effectiveness which is defined as creating an effect which historically
goes back to the past and is expected verbally has been expressed by Barnard in 1930’s
as “the degree with which an organization reaches its targets” (Bernard 1948, narrated
by Duranay, 2005:7). Since schools, which function as a type of organization, produce
various goods and services in terms of teaching, learning and extracurricular activities
(Miskel et. al, 1979: 98), their effectiveness expressed as reaching their targets in terms
of product number and quality, productivity, adaptability and flexibility (Hairston, 2016:
6). Based on schools’ level of reaching the targets they determine, it can be concluded
whether they are effective or not. Without doubt, schools’ level of reaching their targets
display differences and numerous factors play a significant role in this.

In order to reach a conclusion as to whether schools are effective or not, the
characteristics of effective schools need to be taken into consideration. Many studies
have been carried out on the characteristics effective schools need to have. Weber,
who is considered as one of the pioneers of these studies, has carried out a study on
4 schools located in New York, Kansas and Los Angeles in 1970-1971. Based on the
findings of his study, Weber has identified the characteristics of effective schools as
follows: strong leadership, high expectations, positive atmosphere, strongly focusing
on education, having an additional education personnel, making use of phonetics in
education, individualization, in-depth evaluation of the development and progress
levels of students (Weber, 1971: 26). Edmonds has added a strong administrative
leadership, student success, a school atmosphere which is not rigid and oppressive,
giving importance to making it possible for the students to acquire basic skills in
comparison to other school activities, transferring the power and resources of the
school from other activities to the basic needs of the school when there is such a
need and the constant follow-up of the development of the students to the
characteristics of effective schools (Edmonds, 1979: 22). Lezotte (1991) has stated
that characteristics such as a safe and ordered environment, a climate of high
expectations for success, educational leadership (educator, student), open and
focused mission/vision, presenting the students with the opportunity of learning,
constant follow-up of the development of the students and family-school relations
make schools effective.

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