Examining the relationship between innovative school and school effectiveness according to teachers' perceptions

The purpose of this study is to examine the relationship between innovative schools and school effectiveness through teacher perceptions. This study, conducted using a relational screening model, comprised 1,728 teachers working in all public primary and secondary schools in the Silivri district of Istanbul during the spring semester of the 2023-2024 academic year. The study sample consisted of teachers selected through a convenience sampling method, a non-random sampling method. A total of 494 teachers were included in the study. The "Innovative School Scale" (Aslan & Kesik, 2016) and the "Perceived School Effectiveness Scale" (Yıldırım & Ada, 2018) were administered to the participants as data collection tools. Construct validity for the scales used in this study was obtained through confirmatory factor analysis (CFA), and the analyses were conducted using Mplus 7.0 and JASP 0.18.3. Descriptive statistical techniques such as percentage, frequency, arithmetic mean, and standard deviation were used in data analysis. Teachers' perceptions of innovative schools and perceptions of school effectiveness were compared based on variables such as gender, age, professional experience, educational status, branch, and school level. T-tests and one-way ANOVA were used to compare these views. Pearson's correlation analysis was used to determine the level, magnitude, and direction of the relationship between innovative schools and school effectiveness based on teacher perceptions. A significance level of α=.05 was used in the tests. According to the research results, teachers' perceptions of innovative schools were found to be at a "moderate" level across the innovative school scale and all its sub-dimensions. While teachers' perceptions of innovative schools did not differ significantly across variables of gender, age, and professional experience, they did show significant differences across variables of educational background, subject matter, and school level. Teachers' perceptions of school effectiveness were found to be "slightly high." This result indicates that teachers' perceptions of school effectiveness are slightly above average. While teachers' perceptions of school effectiveness did not differ significantly across variables such as gender, age, professional experience, and subject matter, they did show a significant difference across variables such as educational background and school level. According to teachers' perceptions, a positive and moderately significant relationship was found between innovative school and school effectiveness. Keywords: Innovative school, School effectiveness, Effective school, Teacher, School administration