Evaluation of primary school, secondary and high schools in terms of quality

It is also a human right for every individual to receive quality and qualified education. It is essential to provide quality education to all individuals in education within the scope of the equality of opportunity and opportunity article in the National Education Basic Law No. 1739. In this context, in this study, it is aimed to develop a measurement tool related to the quality elements of primary, secondary and high schools and to evaluate these school types in terms of quality elements. This study is important in terms of providing the development of a scale regarding the quality elements of schools, revealing the quality status according to school types, allowing them to be compared in this respect and to develop suggestions for determining and completing their deficiencies. In this study, the relational survey model, one of the quantitative research methods, was used. The universe of the research consists of principals, assistant principals and teachers working in primary schools, secondary schools and high schools in Antalya province Muratpaşa, Kepez, Aksu Döşemealtı and Konyaaltı. The sample consists of 591 school principals, vice principals and teachers determined by random sampling method. The school quality elements scale developed by the researcher was used to collect the data. In the analysis of the data, t-test, ANOVA and Tukey test, which is one of the posthoc tests, were used, and the level of school quality elements was examined according to school level, school type, seniority, task type, gender and district variables. According to the results of the study, there were significant differences between the quality sub-dimensions of the schools according to the gender of the participants, school level, school type, task types of the participants and the district. It has been observed that the support section of high schools and the garden layout are higher than primary and secondary schools, and the quality element level of the school-environment relationship of primary schools is higher than secondary schools. However, when the level of school quality elements of the school principal, vice principal and teachers was examined according to the seniority variable, it was seen that there was no significant difference between the sub-dimensions. In order to achieve an effective school-environment cooperation at all school levels, two-way communication channels should be kept open at all times. School gardens should be arranged according to the needs of the students. While planning the schools where the students who are the future of Turkey are educated, enough budget should be allocated and fully equipped educational institutions should be planned.