Values education via school culture in high schools (The example of Malatya)

This study has been conducted to determine the effect of high school teachers 'and students' perceptions of school culture on "values" education.The scope of the study is twelfth grade students in the central district of Malatya in the 2012-2013 academic year the teachers in these institution. In sample selection, stratified sampling method has been used. The sample size is 447 persons for students and is 326 persons for teachers. In the analysis of data .95 level of significance has been taken.As data collection tool, personal information form has been used for teachers and students, School Culture Scale has been used to determine the students' perceptions about school culture and School Culture Survey developed by Steve Gruenert and Jerry Valentine (1998) and adapted to Turkish by the researcher has been used to determine the teachers' perceptions about school culture.Portrait Values Questionnaire developed by Schwartz et al. (2001) and adapted into Turkish by Demirutku and Sumer (2010) has been to determine the value perceptions of students and teachers. In the study, it has been tried to find out answers to eight sub-problem.In the analysis of the data, arithmetic mean, standard deviation, frequency, percentage, Mann Whitney U test, Kruskal-Wallis H test have been used. The findings of the study can be summarized as follows.Students perceive their culture of the school they attend in different ways. The majority of students (66.7%) perceive the cultures of the school they attend as moderate. Students' perceptions of the school culture levels according to gender do not show differences in "teacher perceptions, school perception and school cultural norms" dimensions whereas they show differences in "school values, school environment relationships and school sense of belonging" dimensions. While this differentiation is in favor of female students in school values and sense of belonging to the school dimensions, it is in favor of the male students in the school environment relationship dimension.Students' school culture detection level show difference according to students' socio-economic status in "teacher perceptions, school values and school sense of belonging" but show no difference according to students socio-economic status in "school perceptions, school environment relationship and the school's cultural norms" dimension. These variations are in favor of students coming from middle socio-economic level. Students' school culture detection level show difference according to students' mothers' education level in "school values, school recognition, the school environment relationship and the school's cultural norms " but show no difference according to students' mothers' education level in " teacher perceptions and school sense of belonging " dimension. The students whose mother's education level is illiterate and literate perceive their teachers more positively. The students whose mother's education level is illiterate and literate have a higher sense of belonging to the school.Students school culture detection level show difference according to students' patents' education level in "school values, school recognition, the school environment relationship, the school's cultural norms" but show no difference according to students' parents' education level in "teacher perceptions and school sense of belonging " dimension. The students whose father's education primary school perceives their teachers more positively. The students whose father's education level is literate and primary school have a higher sense of belonging to the school.Students' school culture detection level show difference according to students' mothers' profession in "school environment relationships, school, cultural norms, school perception, school sense of belonging" but show no difference according to students' mothers' profession in "teacher perceptions and school values" dimension. The students whose mothers are housewife perceive their teachers more positively. Again, it is believed that the students whose mothers are housewife pay more attention to school values. Students' school culture detection level show difference according to students' fathers' profession in "school perceptions, school values, school environment relationship, the school's cultural norms" but show no difference according to students' fathers' profession in "teacher perceptions, school sense of belonging" dimension. The students whose fathers are seasonal workers perceive their teachers more positively. The students whose fathers are seasonal workers or ordinary workers school have a higher sense of belonging to the school. Students' school culture detection level show no difference according to students' mothers' place of birth in "teacher perceptions, school values, school recognition, the school environment relationship, the school's cultural norms" but shows difference according to students' mothers' place of birth in "school sense of belonging" dimension. The students whose mothers' place of birth is village have a higher sense of belonging to the school. Students' school culture detection level show no difference according to students' fathers' place of birth in "teacher perceptions, school values, school recognition, the school environment relationship, the school's cultural norms" but shows difference according to students' fathers' place of birth in "school sense of belonging" dimension. The students whose mothers' place of birth is village have a higher sense of belonging to the school. Students' school culture detection level show no difference according to students' parent's income in " school values, school recognition, the school environment relationships, school, cultural norms, school sense of belonging" but shows difference according to students' parent's income in " teacher perception" dimension. The students whose parent's income is between 702-1000 TL have a more positive look to their teachers.Students' school culture detection levels show no difference according to students' parent's residential places" "school values, school perception, school cultural norms" but shows difference according to students' parent's residential places in "teacher perceptions, school environment relationships and school sense of belonging" dimension. The students whose parent's residential places are villages perceive their teachers more positively. The students whose parent's residential places think that their schools pay more attention to their environmental relationships. The students whose parent's residential places are villages and towns have a higher sense of belonging to school. Students' school culture detection levels show no difference according to the type of school students are attending in "teachers perception" but shows difference according to the type of school students are attending in "school values, school recognition, the school environment relationship, the school's cultural norms, school sense of belonging" dimension. The students whose parent's residential places are villages perceive their teachers more positively. These differences are in favor of students at religious high school in school values and belonging to school dimension, at Vocational and Technical High School in recognizing the school dimension, and at Science high school in school cultural norms and school-environment relationship dimensions.Teachers perceive the culture of schools in which they work in different ways. The majority of teachers (71.5%) perceive the cultural level of the schools in which they work as moderate.Teachers' school culture perception levels show no difference according their gender, tenure in teaching, but show difference according to their education levels. These differences are in favor of teachers who have MSc degrees.Students' values detection levels show no difference according to their gender in power value dimension but show difference in "stimulation, hedonism, self-direction, achievement, universalism, benevolence, tradition, conformity and security" dimensions. The differences in all differing areas are in favor of female students. Students' values detection levels show no difference according to students' socio-economic status in "power, stimulation, hedonism and self-direction" dimensions but show difference in "achievement, universalism, benevolence, tradition, conformity and security" dimensions. The differences in all differing areas are in favor of female students. Students' values detection levels show no difference according to students' mothers' education levels in "power, achievement, hedonism, stimulation, self-direction and benevolence" dimensions but show difference in "universalism, tradition, conformity and security" dimensions. Students' values detection levels show no difference according to students' fathers' education levels in "benevolence, stimulation , self-direction, universalism and security dimensions but show difference in "power, achievement, hedonism, tradition and conformity" dimensions. Students' values detection levels show no difference according to students' mothers' profession in "power, hedonism, stimulation" value dimensions but show difference in "achievement, self-direction, universalism, benevolence, tradition, conformity and security" dimensions. Students' values detection levels show no difference according to students' fathers' profession in "universalism, security, self-direction, conformity, benevolence, stimulation, tradition, achievement, hedonism, and power" dimensions. Students' value detection levels show no difference according to students' mothers' place of birth in "achievement, universalism, conformity, benevolence, stimulation am, tradition, hedonism and power" value dimensions but show difference in "self-direction and security" dimensions.Students' values detection levels show no difference according to students' fathers' place of birth in "power, achievement, hedonism, stimulation, universalism, benevolence, tradition and conformity" dimensions but show difference in "self-direction and security" dimensions.Students' value detection levels show no difference according to students' parent's income in "hedonism and self-direction dimensions but show difference in "power, universalism, benevolence, tradition, conformity and security" dimensions. Students' value detection levels show no difference according to the type of schools the students are attending in "power, hedonism, stimulation, self-direction" dimensions but show difference in "universalism, conformity, benevolence, tradition, achievement and security" dimensions. Teachers' value detection levels show no difference according to their gender in " universalism, security, conformity, benevolence, self-direction, tradition, achievement, power" dimensions but show difference in "hedonism and stimulation" dimensions. These differences are in favor of female teachers.Teachers' value detection levels show no difference according to their tenure in "universalism, security, conformity, benevolence, tradition, achievement, stimulation, hedonism, power" dimensions but show difference in "self-direction" dimension. These differences are in favor of female teachers. Teachers' value detection levels show no difference according to their place of birth in "universalism, security, conformity, benevolence, self-direction, and tradition, achievement, stimulation, güç" dimensions but show difference in "hedonism" dimension. Teachers' value detection levels show no difference according to their education levels in "universalism, security, conformity, benevolence, self-direction, achievement, stimulation, hedonism, power, and tradition" dimensions. Students' placement of value and importance on "power, hedonism, stimulation, and self-direction" dimensions of values does not differ according to their level of culture perception. Student's placement of the value and importance on "universalism, security, conformity, benevolence, achievement, tradition" differs according to their level of culture perception. Students who perceive school culture at a high level pay more attention and significance on achievement, universalism, benevolence, tradition, conformity and security dimensions of values than those who perceive school culture at moderate or low levels. Teachers' placement of value and importance on "power, achievement, hedonism, self-direction, stimulation, universalism and security" dimensions of values does not differ according to their level of culture perception. Teacher's placement of the value and importance on "conformity, benevolence, tradition" differs according to their level of culture perception. Teachers who perceive school culture at a high level pay more attention and significance on fit, benevolence, tradition dimensions of values than those who perceive school culture at moderate or low levels. Keywords: School Culture, Organizational Culture, Values, Values Education, Effective School.