Evaluation of high schools designated as project schools for having effective school characteristics

The aim of this study is to reveal the effective school characteristics of high schools identified as project schools. Using phenomenology design, one of the qualitative research methods, the research was conducted based on the data obtained from school principals, teachers, parents and students from seven different school types in Edirne province. As a result of the analysis of the semi-structured interviews with school principals, the themes of project school concept, academic development, different practices in project schools, human resources, different characteristics of the project school type and the contribution of parents to the education and training process; as a result of the analysis of the semi-structured interviews with teachers, the themes of project school concept, academic studies, extracurricular activities, working environment, different characteristics of the project school type and communication with parents; As a result of the analysis of semi-structured interviews with students, the themes of project school concept, academic studies, opportunities offered by the school, communication with the school administration and different characteristics of the project school type; as a result of the analysis of semi-structured interviews with parents, the themes of project school concept, academic studies, opportunities offered by the school, parent-school communication and different characteristics of the project school type were reached. Interviews with school principals, teachers, students and parents revealed that project schools are perceived as schools with exams and that the school's LGS base score, rather than the school's project activities, comes to the fore when choosing a school. In addition, it was concluded that special guidelines should be prepared for project schools in order to coordinate the projects and activities to be implemented in project schools and to determine the responsibilities of stakeholders. It was concluded that the students and parents interviewed were generally satisfied with the education they received at the project schools and the physical conditions of the schools. When the career goals of project school students were analyzed, it was concluded that they set career goals compatible with the type of school they were studying. Regarding the selection of teachers and administrators to work in the project school, the participants believe that the school administrators and teachers should be selected based on criteria. According to the interviews with project school teachers, it was concluded that there is a positive climate and willingness among teachers in the project school to carry out joint activities. In order to increase the effectiveness of project schools and to overcome the problems that arise, suggestions are presented based on the opinions of school principals, teachers, students and parents.