Effects of Positive School Culture on Basic Education Quality: A Meta-Analysis

Ilun  Muallifah; Junaedi Junaedi

doi:10.15408/bat.v32i1.50396

Authors

Ilun Muallifah Universitas Islam Negeri Sunan Ampel
Junaedi Junaedi Universitas Islam Negeri Sunan Ampel

DOI:

https://doi.org/10.15408/bat.v32i1.50396

Keywords:

school culture, basic education quality, teacher performance, student engagement, meta-analysis, PRISMA 2020

Abstract

Purpose

The study was intended to synthesize empirical evidence on the effects of positive school culture on basic education quality, calculated pooled effect sizes, and identified key moderator variables.

Method

This meta-analysis made uses of PRISMA 2020 guidelines, a systematic search across Scopus, Web of Science, ERIC, and Google Scholar (2014–2024) to identify 75 peer-reviewed studies (N = 38,472; 24 countries). Effect sizes were computed as Hedges’ g under a random-effects model; moderators were examined via subgroup analysis and meta-regression.

Results/findings

Positive school culture produced large pooled effects on teacher performance (g = 0.68, 95% CI [0.59, 0.77]) and student engagement (g = 0.61, 95% CI [0.52, 0.70]). Emotional engagement was the most culturally responsive sub-dimension (g = 0.66). Both effects remained large after bias correction. Geographic region, school size, grade level, and publication year significantly moderated effect sizes.

Conclusion

Positive school culture was a robust predictor of teacher performance and student engagement in primary education, underscoring the centrality of school culture development in school improvement policies, especially in Indonesia and other Asian educational systems

References

Berkovich, I., & Eyal, O. (2017). Emotional reframing as a mediator of the relationships between transformational school leadership and teachers’ motivation and commitment. Journal of Educational Administration, 55(5), 450–468. https://doi.org/10.1108/JEA-07-2016-0072

Borenstein, M., Hedges, L., Higgins, J., & Rothstein, H. (2021). Introduction to meta-analysis.

Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309. https://doi.org/10.1080/02619768.2017.1315399.

Day, C., Gu, Q., & Sammons, P. (2016). The impact of leadership on student outcomes: How successful school leaders use transformational and instructional strategies to make a difference. Educational Administration Quarterly, 52(2), 221–258. https://doi.org/10.1177/0013161X15616863.

Deal, T., & Peterson, K. (2010). Shaping school culture: Pitfalls, paradoxes, and promises.

Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01.

Duval, S., & Tweedie, R. (2000). Trim and Fill: A Simple Funnel-Plot–Based Method of Testing and Adjusting for Publication Bias in Meta-Analysis. Biometrics, 56(2), 455–463. https://doi.org/10.1111/j.0006-341X.2000.00455.

Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153

Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350–383. https://doi.org/10.2307/2666999

Egger, M., Smith, G. D., Schneider, M., & Minder, C. (1997). Bias in meta-analysis detected by a simple, graphical test. BMJ, 315(629), 629–634. https://doi.org/10.1136/bmj.315.7109.629.

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Paris Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059.

Glass, G. V. (1976). Primary, secondary, and meta-analysis of research. Laboratory of Educational Research, 5(10), 3–8. https://doi.org/10.3102/0013189x005010003.

Goddard, R., Goddard, Y., Kim, E. S., & Miller, R. (2015). A Theoretical and Empirical Analysis of the Roles of Instructional Leadership, Teacher Collaboration, and Collective Efficacy Beliefs in Support of Student Learning. American Journal of Education. 121(4), 501–530. https://doi.org/10.1086/681925.

Gruenert, S., & Whitaker, T. (2015). School culture rewired: How to define, assess, and transform it. ASCD.

Hargreaves, A., & Fullan, M. (2015). Professional capital: Transforming teaching in every school. Teachers College Press.

Hattie, J. (2008). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement (1st ed.). Routledge. https://doi.org/10.4324/9780203887332.

By Hedges, Larry V.,Vevea, Jack L. (1998). Fixed-and random-effects models in meta-analysis. Psychological Methods, 3(4), 486–504. https://psycnet.apa.org/journals/met/3/4/486.html?uid=1998-11538-006.

Herzberg, F.I. (1966). Work and the nature of man. World. https://psycnet.apa.org/record/1966-35012-000.

Higgins, J. P. T., Thompson, S. G., Deeks, J. J., & Altman, D. G. (2003). Measuring inconsistency in meta-analyses. BMJ, 327(7414), 557–560. https://doi.org/10.1136/bmj.327.7414.557.

Hofstede, G., & Hofstede, G. (2011). Dimensionalizing Cultures: The Hofstede Model in Context. Online Readings in Psychology and Culture, 2(1), 8. https://doi.org/10.9707/2307-0919.1014.

Hoy, W., & Miskel, C. (2012). Educational Administration: Theory, Research, and Practice (9th ed.). McGraw-Hill Higher Education.

Hoy, W. & Tarter, C. & Hoy, A. (2006). Academic Optimism of Schools: A Force for Student Achievement. American Educational Research Journal. 43. 425-446. https://doi.org/10.1108/978-1-60752-599-820251016.

International Commission on the Futures of Education. (2021). Reimagining our futures together: a new social contract for education. United Nations Educational, Scientific and Cultural Organization.

Kemendikbudristek. (2022). Panduan pengembangan kurikulum operasional satuan pendidikan.

Kementerian Pendidikan dan Kebudayaan. (2007). Peraturan Menteri Pendidikan dan Kebudayaan Nomor 16 Tahun 2007 tentang Standar Kualifikasi Akademik dan Kompetensi Guru.

Landis, J. R., & Koch, G. G. (1977). The Measurement of Observer Agreement for Categorical Data. Biometrics, 33(1), 159. https://doi.org/10.2307/2529310.

Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership. School Leadership and Management, 28(1), 27–42. https://doi.org/10.1080/13632430701800060.

Liberati A, Altman D G, Tetzlaff J, Mulrow C, GÃ¸tzsche P C, Ioannidis J P A, Clarke, M., Devereaux, P.J., Kleijnen, J., Moher, D. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate healthcare interventions: explanation and elaboration. BMJ, 339. https://doi.org/10.1136/bmj.b2700.

OECD. (2020). Education at a Glance 2020: OECD Indicators. OECD Publishing. https:// doi.org/10.1787/69096873-en.

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, 372(71), https://doi.org/10.1136/bmj.n71.

Reschly, A., & Christenson, S. (2022). Handbook of research on student engagement. Springer Cham.

Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008). The Impact of Leadership on Student Outcomes: An Analysis of the Differential Effects of Leadership Types. Educational Administration Quarterly, 44(5), 635–674. https://doi.org/10.1177/0013161X08321509.

Rosenthal, R. (1979). The file drawer problem and tolerance for null results. Psychological Bulletin, 86(3), 638–641. https://doi.org/10.1037/0033-2909.86.3.638.

Ryan, R. M., & Deci, E. L. (2023). Self-Determination Theory. Encyclopedia of Quality of Life and Well-Being Research, 6229–6235. https://doi.org/10.1007/978-3-031-17299-1_2630.

Sawilowsky, S. S., & Sawilowsky, S. S. (2009). New Effect Size Rules of Thumb. Journal of Modern Applied Statistical Methods, 8(2), 26. https://doi.org/10.22237/jmasm/1257035100.

Schein, E. H. (2010). Organizational culture and leadership (4th ed). John Wiley & Sons.

Skinner, E. A., & Pitzer, J.R. (2012). Developmental dynamics of student engagement, coping, and everyday resilience. Handbook of Research on Student Engagement, 21–44. https://doi.org/10.1007/978-1-4614-2018-7_2.

Stronge, J. (2018). Qualities of effective teachers (3rd ed). Alexandria.

Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357–385. https://doi.org/10.3102/0034654313483907.

Wang, M. T. & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(2), 315–352. https://doi.org/10.1007/s10648-015-9319-1.

Wang, M.T. & Eccles, J.S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12-23. https://doi.org/10.1016/j.learninstruc.2013.04.002.