TOWARD A PROFESSIONAL LEARNING COMMUNITY:

SOCIETAL AND CULTURAL FACTORS

AFFECTING THE DEVELOPMENT OF

INFORMED PROFESSIONAL PRACTICE AT

TURKISH FOREIGN NATIONAL SCHOOLS.

JOHN A. G. McKEOWN, M.A.

A Dissertation Submitted in Partial Fulfillment of the Requirements for the

Degree of

DOCTOR OF EDUCATION

Warnborough University,
Canterbury, England

December 2004
 TABLE OF CONTENTS

Table of Contents ii
Acknowledgements v
Abstract vi
Glossary of Acronyms vii

Chapter I

Introduction

1.0 Author - Preface 1

1.1 Ataturk and the Formation of the Modern Turkish State 3
1.2 Early Educationalists – Shaping Turkish Education 5
1.3 Foreign National Schools in Turkish Education Today 11
1.4 Distinctive Features of Foreign National Schools 14
1.5 Statement of the Investigation 24
Chapter II

Review of the Related Educational Literature

2.0 School Culture

i. Overview of School Culture 26
ii. Formation of School Culture 28
iii. School Culture Change 31
iv. School Character 32
v. Collegiality and collaboration 33

2.1 School Community

i. Toward Professional Learning Community 36
ii. Informed Practice 38
iii. Moral Purpose 40
iv. Diversity in the School Community 44
v. Theories of Schooling 47
vi. New Professionalism 50

2.2 Effective Schools

i. The Meaning of School Effectiveness 54
ii. Managing School Effectiveness 57
iii. Goals of School Improvement 59
iv. Data Collection and Research for School Development 63
v. Leadership for School Community 66

2.3 Summary of the Literature Review 72

Chapter III iii

Methods of Research with Results of the Investigation

3.0 Overview of the Research Methods 75

3.1 The Population Researched 75
3.2 Research Methodology 77
3.3 Qualitative Analysis 81
i. Ethnography 81
ii. Participant Observation 84
3.4 Qualitative Analysis 88
i. Total School Management Survey (TQM) Results 88
ii. School Culture Survey Results 90
iii. ProCon (GfK) Survey Results 92
3.5 Ethical considerations 94
3.6 Limitations of the Research 96
3.7 Summary of the Methodology and Survey Results 98

Chapter IV

Discussion

4.0 Overview of Discussion Topics 99

4.1 Issues Concerning School Culture 100
4.2 Concerning the Development of School Effectiveness 104
4.3 Factors Influencing Moral Purpose 110
4.4 Issues Surrounding the Recognition of Difference 116
4.5 Adaptability of the “New Professionalism” 119
4.6 Summary of Discussion Topics 127

Chapter V

Conclusions and Recommendations

5.1 General Conclusions 130

5.2 Conclusions-Transition to a Professional Learning Community 132
5.3 Areas for Further Research 143
5.4 Concluding Recommendations 146
5.5 Significance of the Research 153
5.6 Final Summary 154

References and Bibliography 158

Appendices iv
Presentation of Findings 174

A. Total Quality Management Survey 2002-SEV Izmir 175

i. Employee Satisfaction Questionnaire (in English) 176
ii. Parent Satisfaction Questionnaire (with Translation) 182
iii. Student Satisfaction Questionnaire (with Translation) 194
iv. Table of Results by item - all staff 198
v. Summary of Results – staff and parents 205
vi. Summary of Results – students 206
vii. Results Graphed by personnel groups 207
viii. Histographs of surveyed items 211

B. School Culture Survey 2003 – Three Campuses (Teachers) 223

i. Example Survey 224
ii. Scoring Sheet 229

C. ProCon-GfK Survey – All three (3) campuses (Parents) 230

i. Sample questionnaire with Translation (3 Parts) 231
ii. Objectives of the Research (Translation) 243
iii. Research Methods (Translation) 246
iv. Graphs of Results with Translations 248
v. Summary of ProCon Results (Translation) 255

D. Example Foreign-hire Contract 260

i. School Foreign-hire Fixed-term, Example Contract 261
ii. Foreign-hire Contract: Benefits, Policies and Procedures 263
iii. SEV Educational Vision and Values 273

E. Interview Prompts 274

i. Questions for Teachers and Administrators 275
 ACKNOWLEDGEMENTS v

I wish to express my sincere gratitude to my Warnborough University tutor, Dr. Ian

Fraser, for his tireless efforts in guiding me through the doctoral dissertation process.
His sensible advice and good humour buoyed my spirits through the research,
writing, and editing.

I would like to extend thanks to Evelyn Taner, Registrar, Warnborough University,

for the support, kindness and encouragement she showed me as a distance learner.

I want to acknowledge Warnborough University Vice-President, Dr. Julian Ng, for

his input toward the design and direction of the research.

Special thanks go my sister, Lynda McKeown, M.A., for her editorial guidance,
research assistance and continuing determination toward the completion of the
dissertation. Her dedication sustained me during difficult and formative stages of
writing and editing.

Many thanks to Bahar Ulusoglu Darn, of CEL Language Services, Izmir, Turkey, for
translations of the survey materials that she very kindly provided.

Special thanks go to EC and HF for their understanding, devotion and friendship

shared with me throughout my years residing in Izmir, Turkey. It was with their
support that I was able to complete the degree.

Thanks to the SEV-ABH organization for the use of data from their research
materials. The statistical resources assisted me in developing the dissertation
arguments and organizing the supporting data.

NOTE: English used throughout is International (US) English.

ABSTRACT vi
Toward a Professional Learning Community:
Societal and Cultural Factors
Affecting the Development of
Informed Professional Practice at
Turkish Foreign National Schools
John A. G. McKeown, M.A.

December 2004

The research examines factors affecting school culture at foreign national schools. The research,
undertaken in Turkey at a family of foreign national schools, investigates the structure of
professional practices at those schools and examines current perceptions about school culture
from the viewpoint of parents, students, teachers and administrators. A case is presented that
conditions exist at these schools that both inhibit and encourage the development of a
professional learning community

The literature indicates that few studies have investigated the operating ethos within foreign
national schools. Special circumstances, regarding school culture and school leadership within
the current environment, and the methodology through which professional development may be
used to further the visions of such schools, within the Turkish environment, are investigated.
Trends in research within the global education community are examined and compared to the
Turkish environment. The global literature clearly showed that significant improvements could
be made.

The findings reveal that foreign and Turkish teachers perceive school culture differently and
finding common goals within that culture is problematic for the foreign teaching community.
Issues among expected commonalities are identified. Foreign-hired teaching staffs at these
schools are not able to share similar background, culture or language with their Turkish
colleagues. Similarities were, however, found in the way parents, teachers and students perceived
school culture and their place in it.

Recommendations for the necessary conditions to develop and further sustain a professional
learning community are suggested in detail. The research highlights a number of areas for
improvement and details the accompanying conditions that are necessary in order for a paradigm
shift to occur within the Turkish learning community. In order to develop and encourage the
growth of a foreign national school as a professional learning community, different and
complementary approaches are suggested for administrators, teachers and senior planners.
Glossary of Acronyms vii
 ABH: American Board Heyeti (Heyeti means “Board” in Turkish)
 ABCFM: American Board of Commissioners for Foreign Missions
 ACI: American Collegiate Institute, Izmir
 ACSI: Association of Christian International Schools
 COIS: Council of International Schools (formerly ECIS: The European Council of
International Schools)
 ESOL: English for Speakers of Other Languages, Examination scheme from Cambridge
University, U.K., formerly known as UCLES (University of Cambridge Local
Examination Syndicate) now known as ESOL (English for Speakers of other
Languages)
 FNS: Foreign National School
 KET: Key English Test from the ESOL scheme
 NAESP: National Association of Elementary School Principals, USA.
 PYP: Primary Years Program of the International Baccalaureate Organization
 MYP: Middle Years Program of the International Baccalaureate Organization
 SEV: Saglik ve Egitim Vakfi (Health and Education Foundation)
 SEV-YAY: SEV Foundation Yaycilik (SEV Foundation Printing House formerly known
as Redhouse Press)
 SEV Izmir: Elementary School
 SEV Tarsus: Elementary School
 SEV Uskudar: Elementary School
 TAC: Tarsus American College (High School)
 TQM: Total Quality Management
 UAA: Uskudar American Academy, Istanbul (High School)