A systematic review of studies on effective schools between 2000 and 2024

The purpose of this thesis is to systematically analyze theses and articles published at national and international levels on the concept of effective schools between 2000 and 2024. The studies analyzed were accessed through national and international databases. These works were subjected to systematic analysis based on their purpose, publication year, sample, methodology, educational levels, findings, and Recommendations. As a result, leadership has emerged as the most frequently emphasized concept in both national and international studies. The majority of the theses employed qualitative research methods, while the articles primarily focused on teachers as the sample group. A notable increase in the number of both theses and articles has been observed over the last decade. In internationally published articles, the concept of an effective school environment has been most frequently discussed. All accessible studies conducted since 2000 were included as data sources for this thesis. It is believed that the examination and analysis of these theses and articles will contribute significantly to the literature. Many researchers have focused on different characteristics of effective schools and addressed various dimensions of the concept. Despite the large number of theses and articles written on effective schools, a common and unified definition has yet to be established. However, the most commonly accepted definition describes an effective school as one that is able to achieve its goals.