Browsing by Author "Donmez, Burhanettin"

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    School-level variables that enhance student achievement: examining the role of collective teacher efficacy and organizational citizenship behavior
    (2022) Erdogan, Ufuk; Dipaola, Michael F.; Donmez, Burhanettin
    Purpose The purpose of this study was to examine the relationships among collective teacher efficacy (CTE), organizational citizenship behavior (OCB), and student achievement in Turkey. Design/methodology/approach Multilevel analysis was conducted to investigate how school-level variables, including collective teacher efficacy, organizational citizenship behavior, and school socioeconomic status, affect student achievement. Data were collected from 674 teachers and 7,173 students embedded in 57 schools. Findings Results showed significant variation in mean student achievement between schools, with approximately 20% of the variance in mean achievement occurring between-schools. After controlling for school Socioeconomic status (SES), CTE and OCB significantly predicted school mean achievement scores and explained approximately 45% of the between-schools variance in achievement. Practical implications The results of the study verified that CTE and OCB are important school-level variables that contribute to the achievement of students. It reemphasizes the significance of these constructs in creating the conditions to foster student achievement even in low-SES schools. Originality/value This was the first attempt to examine the relationships between CTE, OCB and student achievement in Turkey. The findings of this study may contribute to the international knowledge base by investigating the relationship between CTE, OCB, and student achievement in a collectivist cultural context.
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    Validity and Reliability Study of the Unrealistic Family Expectations Scale in Turkish Culture
    (2023) Bali, Onur; Donmez, Burhanettin
    The study aims to perform the validity and reliability analysis of Unrealistic Parental Expectations Scale in Turkish culture, developed by Imasa (2012). To do so, the scale was translated from English into Turkish language and validity and reliability analysis were conducted. Research data were collected from two different samples: the first sample consists of 229 and the second sample consists of 235 secondary school students. Validity of the scale was tested with exploratory and confirmatory factor analysis, and reliability was tested with Cronbach's Alpha internal consistency coefficient. The results of exploratory factor analysis indicated that while the original scale was consisting of 11 items in a single factor, the translated scale involved 10 items in a single factor explaining the 40% of variance of the structure. The confirmatory factor analysis data showed a good model-data fit of the scale's single factor structure. Concerning reliability, Cronbach's Alpha internal consistency coefficient was .83 for the first sample and .80 for the second sample. Therefore, the research findings show that the Turkish form of the Unrealistic Parental Expectations Scale is a valid and reliable measurement tool for determining secondary school students' perceptions of their parents' unrealistic academic expectations.