Exploring the excellent school: Indicators based on teachers' experiences

This study was conducted with the aim of exploring the indicators of an excellent school, based on the teachers' experiences. This qualitative research study used a phenomenological research design. It was assumed that the views of teachers working at the same level would yield meaningful results. Therefore, the study focused on teachers working in secondary schools. The study group consisted of 14 volunteer teachers working in the Efeler district of Aydın province. The study group was selected using maximum diversity and criterion sampling methods. The data collected using the Semi-Structured Teacher Interview Form on Indicators of Excellent Schools were examined using descriptive and content analysis. The qualitative research analysis programme N-Vivo 11 Pro was used to analyse the data. As a result of the research, excellence, excellent school and excellent school indicators were revealed according to the teachers' experiences. Excellence was defined as aiming for the best, striving for the better, being excellent, keeping expectations high and reaching the top, while an excellent school was defined as a school that makes one feel happy, works in harmony, aims for the best, educates the best students, makes one feel safe, has a strong school culture, makes a difference and is preferred. Excellent school indicators were explored under nine themes: school administration, teachers, students, education and training programs, management of financial resources, ethical behavior, school culture, school climate, and the relationship between the school and the environment. In the excellent school, the indicators for the school administrator were found to be trustworthy, continuous self-improvement, solution-oriented, motivating teachers, demonstrating leadership and having crisis management skills. Indicators for teachers were found to be perfectionists and innovators, effective communicators and continuous improvement. Indicators related to students were expressed as being respectful and sociable, being curious, following the rules and having learning ability. Indicators related to education curriculum include student-centered education, implementing extra curriculum, aiming for high achievement, promoting national values, using technology-supported materials and making the school preferable; while indicators related to financial resource the management of financial resources are stated as the school's provision of financial resources such as donations and charity sales, and the use of resources for needs such as improvement efforts and educational expenditures. Indicators of ethical behaviour include open communication, shared decision-making and fairness; indicators of school culture include ceremonies, stories, human relations and norms; and indicators of school climate include commitment, a happy working environment, adequate equipment and academic success. Finally, indicators related to the environment were expressed as continuous communication and cooperation with graduates, parents volunteering in the PTA and establishing academic and professional cooperation with universities. These views were evaluated in the relevant literature. In the final stage, recommendations have been developed for researchers such as re-conducting based on the school studies at different of this research; for practitioners, such as creating a checklist of excellent school certificate to encourage excellent schools based on the findings of the study.