Cyprus Turkish Journal of Psychiatry & Psychology Vol.4 Issue.4
Doi:10.35365/ctjpp.22.4.11
REVIEW ARTICLE / DERLEME YAZISI
Performance Evaluation in Schools: A Meta-analysis Study
Okullarda Performans Değerlendirme: Bir Meta-analiz Çalışması
Fatma Köprülü1, Behçet Öznacar2
Abstract:
In this study, a size-effect estimation was carried out to determine the relevance among organizational commitment, workload, motivation, and success in school performance. A meta-analysis method, a quantitative and formal research method that aims at systematic evaluation of previous studies for the outcome, was conducted in this research. To achieve the aim, referred journals such as Web of Science, SCOPUS, Yüksek Öğrenim Kurulu (YÖK), and National and International, published between 2010-2020, as well as the quantitative studies, were done in school performance, were scanned and findings were included in this study. The keywords in this study were, “performance, performance evaluation, performance assessment in schools, performans, performans değerlendirmesi and okullarda performans değerlendirmesi.” While scanning the publications, WOS and SCOPUS-based, referred journals, for National dissertations YÖK databases were used. 353 types of research were reached in the Literature review, 239 of which were exempted because they were not relevant to the study. 114 types of research were dealt with during the Meta-analysis process. The Q and I² statistics were referred to determine the effect-size estimation process. The distribution of the findings was found to be heterogeneous. A strong and positive dimension (Zr=0.581) effect size was calculated between performance evaluation in schools and organizational commitment. The effect size calculated on the basis of the relationship between performance evaluation in schools and workload is also strong and positive (Zr=0.566). The effect of medium level and positive direction (Zr=0.405) between performance evaluation in schools and motivation was calculated. Moderate and positive (Zr =0.424) effect size was found between performance evaluation and academic success in schools. To conclude, it could be said that the reason why not too much research has been done in this field in both Turkey and TRNC is due to the transition to the performance evaluation system in 2015-2016.
Keywords: Organizational commitment, Workload, Motivation, Academic success, Meta-analysis
1Assoc. Prof., Near East University, Atatürk Faculty of Education, Department of Primary Education, Nicosia-TRNC, Orcid ID: 0000-0002-7233-4224
2Assoc. Prof., Near East University, Atatürk Faculty of Education, Department of Primary Education, Nicosia-TRNC, Orcid ID: 0000-0001-6164-1432
Address of Correspondence/Yazışma Adresi: Near East University, Atatürk Faculty of Education, Department of Primary Education, Nicosia-TRNC, E-mail: behcet.oznacar@neu.edu.tr
Date of Received/Geliş Tarihi: 02.06.2022, Date of Revision/Düzeltme Tarihi: 20.06.2022, Date of Acceptance/Kabul Tarihi: 24.10.2022, Date of Online Publication/Çevirimiçi Yayın Tarihi: 06.12.2022
Citing/Referans Gösterimi: Köprülü, F. & Öznacar, B. (2022). Performance Evaluation in Schools: A Meta-analysis Study, Cyprus Turkish Journal of Psychiatry & Psychology, 4(4): 393-400
© 2022 The Author(s). Published by Cyprus Mental Health Institute / Cyprus Turkish Journal of Psychiatry and Psychology (www.ktppdergisi.com). This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution 4.0 license which permits use, sharing, adaptation, distribution and reproduction in any medium or format, provided the original work is properly cited and is not used for commercial purposes. https://creativecommons.org/licenses/by-nc-sa/4.0/