Contribution of Project-Based Studies to School Culture According to Principals

Abstract

Understanding the actions that affect and form the presence of the organizations is important in understanding the organization itself. The purpose of this research is to determine the place and importance of project-based studies in the formation of school culture from the perspective of principals. Qualitative research method and phenomenological design were conducted in the study. Eleven principals participated in the research. Criterion sampling and convenience sampling among the purposeful sampling strategies were used in order to determine the participants. The data were obtained through the interviews and observations. The data triangulation, comprehensive field survey, external audit, and direct citation strategies were utilized for the validity-reliability aspect of the study. As a result of the research, it was observed that four themes, twelve categories, and twenty-eight sub-categories emerged. Based on the data, it is comprehended that four themes existed. These are: School culture, creation of school culture, project-based studies, and project-school culture relationship. As a result of the research, it is concluded that the school culture and projects are important in providing a suitable environment for educational activities in school and in implementing a certain organization. It is also understood that the project-based studies display a proximodistal characteristic. In addition, it is observed that there are various gains from the projects. Some recommendations are given in the last part of the research.