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Pedagogika / 2020, . 138, N . 2
Wha is Published in Impac Jou nals on
School E ec i eness? A Sys ema ic Re iew o
Resea ch Resul s and Me hods
Jesús Ga cía-Jiménez1, Juan Jesús To es-Go dillo2, Ja ie Rod íguez-San e o3
1 Uni e si y o Se ille, Depa men o Educa ional Resea ch Me hods and Diagnos ics. C/Pi o ecnia, s/n, ES-41013,
Se ille, Spain, jga [email protected]
2 Uni e si y o Se ille, Depa men o Educa ional Resea ch Me hods and Diagnos ics. C/Pi o ecnia, s/n, ES-41013,
Se ille, Spain, [email protected]
3 Uni e si y o Se ille, Depa men o Educa ional Resea ch Me hods and Diagnos ics. C/Pi o ecnia, s/n, ES-41013,
Se ille, Spain, ja [email protected]
Abs ac . A sys ema ic e iew o 45 a icles on school e ec i eness (SE) indexed in SJR and
JCR (2014–2018) has been conduc ed. The esul s ob ained show ha he quan i a i e me hodology
ca alyses he g ea es numbe o esea ches. The a icles a e mainly published in Q1-Q2 jou nals
wi h impac ac o . The con en o he a icles e iewed ound ha , al hough exis con ex ual
ac o s ha a ec he SE, he a iables a he school le el also ha e an impac .
Keywo ds: educa ional e iciency, educa ional quali y, educa ional ou pu , school s uden
ela ionship.
In oduc ion
The s udy o school e ec i eness is a popula heme in educa ional science. In he
scien i ic pano ama, o ums ha analyse school e ec i eness ha e been c ea ed, such
as he In e na ional Cong ess o School E ec i eness and Imp o emen (ICSEI) and
jou nals ha ocus on his subjec , such as he School E ec i eness and School Imp o e-
men (SESI) (Reynolds e al., 2014). School e ec i eness is a concep ha has e ol ed
h oughou his o y. The Coleman Repo (Coleman e al., 1967) opens he doo o he
s udy o school e ec i eness and la ge-scale esea ch. I concludes ha he socioeconomic
cha ac e is ics o he s uden body explain he g ea e a iance in he esul s. Howe e ,
ISSN 1392-0340 (P in )
ISSN 2029-0551 (Online)
h ps://doi.o g/10.15823/p.2020.138.1
Pedagogika / Pedagogy
2020, . 138, N . 2, p. 5–24 / Vol. 138, No. 2, pp. 5–24, 2020
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Pedagogika / 2020, . 138, N . 2
he cha ac e is ics o schools also a ec academic achie emen (Azpillaga, In xaus i &
Joa is i, 2014; Cohodes, 2016; Fulle & Hollingwo h, 2014; Ho man, Ho man & G ay,
2015; Ka akolidis, Pi sia & Em alo is, 2016; Ma ínez-Abad, Lizasoain, Cas o-Mo e a
& Joa is i, 2017; Mu illo, 2007; Page, Ma ín, O ellana & González, 2016; Ranjan, 2014;
Schmid , Bu oughs, Zoido & Houang, 2015; Tichno -Wagne , Ha ison & Cohen-Vogel,
2016; Webe , 1971), al hough he a iance explained a ies om coun y o coun y (Cos a
& A aújo, 2018; OECD, 2019; Schmid e al., 2015). Fo his eason, school e ec i eness
is cu en ly de ined as he impac ha he school has on he academic pe o mance and
social de elopmen o he s uden s (Fulle & Hollingwo h, 2014; Mu illo, 2007; Reynolds
e al., 2014; Schee ens, 2000). On he o he hand, e ec i e schools a e hose ha de elop
s uden s in a comp ehensi e manne , bo h in basic ins umen al skills and in emo ional
skills, beyond wha would be expec ed in ligh o hei con ex , pe sonal cha ac e is ics
and p e ious esul s (Mu illo, 2005; S oll & Fink, 1996).
Educa ion sys ems mus gua an ee he e ec i eness o hei schools, because he ben-
e i s go beyond aining in basic skills (OECD, 2017a). Howe e , no all schools gua an ee
quali y educa ion (OECD, 2017b). Some coun ies ha e ansla ed he conce n o op imise
hei coun y’s educa ion in o ins i u ions ha seek o imp o e school e iciency (Childs
& Russell, 2017). In he Spanish and La in-Ame ican con ex s, la ge-scale educa ional
pe o mance assessmen s such as he P og amme o In e na ional S uden Assessmen
(PISA) ha e had an impac on educa ional policies (Kauko, Cen eno, Candido, Shi oma
& Klu as, 2016; LOMCE, 2013).
S anda dised es s ha e no been exemp om c i icism. Limi a ions o assessmen s,
economic ocus o loss o humanism a e a gumen s de imen al o s anda dised assess-
men s (Deng & Gopina han, 2016; Méndez, 2014; Pa a, 2018). Ne e heless, e alua ions
o educa ion sys ems allow o hei p og ess (Fe ão, 2014). The a ailabili y o s and-
a dised es esul s and ques ionnai es on he socio- amilia con ex allow o es ablish
ad anced s a is ical models (Co de o & Manchón, 2014; Feldho , Radisch & Bischo ,
2016; Gamazo, Ma ínez-Abad, Olmos-Migueláñez & Rod íguez-Conde, 2017; Jennings,
Deming, Jencks, Lopuch & Schuele , 2015; Reynolds e al., 2014). Value-added s a is ical
models make i possible o ind schools wi h a high esidual alue (Gamazo, e al., 2017;
Iye & Moo e, 2017). The esidual gain consis s o he di e ence in sco e expec ed o
i s socioeconomic con ex and ha ac ually ob ained. This pa ame e makes i possible
o loca e bo h high o low-e iciency schools, when exceeding he expec ed sco e, and
low e iciency schools (Ma ínez-Abad e al., 2017). The OECD (2017b) ecommends
helping disad an aged schools by op imizing hei pe sonal and inancial esou ces.
Schools can be op imised by knowing he a iables a he school le el ha di e en ia e
e ec i e schools (Ma ínez-Abad e al., 2017; Ru ledge, Cohen-Vogel, Osbo ne-Lampkin
& Robe s, 2015). To de ec he educa ional pa e ns ha cha ac e ise high and low e -
iciency schools, some au ho s s a om diagnos ic e alua ions o iden i y high o low
esidue cen es (Azpillaga e al., 2014; In xaus i, E xebe ia & Ba au, 2017; In xaus i,
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Pedagogika / 2020, . 138, N . 2
Joa is i & Lizasoain, 2016; Joa is i, Lizasoain & Azpillaga; 2014; Lizasoain, Be ezia ua
& Ba au; 2016). In a i s phase, by means o mul ile el hie a chical models and aking
as a e e ence he esidual gain o he g ow h o sco es, a classi ica ion o he cen es
acco ding o he le el o school e iciency achie ed o e he yea s is ca ied ou . In o he
wo ds, a longi udinal pe spec i e (Ped oza-Zúñiga, Ce zal, Su ema & Lizasoain, 2018)
is aken in o accoun . This diagnos ic phase is ollowed by a second phase in which he
cen es wi h he highes and lowes esidual gain a e s udied quali a i ely. As a esul o
his s udy, he educa ional guidelines ha explain he e ec i eness (o ine ec i eness)
o he schools a e es ablished. This ype o me hodological design is close o he eali y
and complexi y o educa ion sys ems (Feldho e al., 2016) because hey conside bo h
he pe sonal and con ex ual cha ac e is ics o he s uden s and he schools, as well as
he p ocesses ha ake place in he schools (Schee ens, Luy en & an Ra ens, 2011) ha
could explain hei added alue (Ma ínez-Abad e al., 2017).
The e o e, he ollowing esea ch ques ions a e posed: 1) Wha esea ch me hodolo-
gies do jou nals ca alyse o school e ec i eness? 2) Wha a e he a iables ha explain
school e ec i eness? In o de o answe he i s ques ion, he aim was o ind ou he
me hodological ends o a icles published on school e ec i eness in jou nals indexed in
JCR (WoS) and SJR (Scopus), in he pe iod be ween 2014 and 2018. Fu he mo e, in o de
o answe he second ques ion, he objec i e o desc ibing he esul s ha explain school
e ec i eness in hese a icles was p oposed. This objec i e is add essed as a esponse o
he demand aised in ecen esea ch on school e ec i eness (Hajiso e iou, Ka ousiou
& Angelides, 2018; Schee ens, 2014; 2015).
Ma e ials and me hods
The me hod used in he esea ch was he sys ema ic e iew, which allows deepening
he s udy o a subjec h ough ga he ing, sys ema izing and ela ing he esul s o esea ch
conduc ed (Higgins & Wells, 2011; Man e ola, As udillo, A ias, Cla os & Minci , 2013;
Ma imbianco e al., 2020; P endes-Espinosa, Ga cía-Tudela & Solano-Fe nández, 2020).
The me hodology was adap ed o he p esen in es iga ion using he ollowing echniques:
hema ic analysis (B aun & Cla ke, 2006), sys ema ic concep ual e iew (Feldho e al.,
2016; Hallinge , 2014) and na a i e syn hesis (Kau man, 2015). The c i e ia used o he
selec ion o a icles ha o m pa o he sys ema ic e iew we e:
• The wo k should ocus on school e ec i eness.
• High-impac a icles: high-impac a icles we e de ined as hose published in
jou nals indexed in he JCR (WoS) and SJR (Scopus) da abases. This equi emen was o
ensu e he scien i ic quali y o he a icles.
• The pe iod s udied was limi ed o 2014–2018.
• The key sea ch wo ds we e School E ec i eness, School Imp o emen , Educa-
ional Mul ile el Analysis, PISA and School Value-added.
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Pedagogika / 2020, . 138, N . 2
The sys ema ic e iew p ocess began wi h a sea ch o ERIC, WoS and Scopus as he
main sou ces o wo k collec ion. High-impac a icles we e si ua ed in he pe iod 2014–
2018. The ini ial esul was 67 selec ed a icles. A e a i s explo a o y analysis, hose ha
did no mee all he es ablished selec ion c i e ia we e disca ded. An induc i e hema ic
analysis o he s udies was used wi h he selec ed a icles (B aun & Cla ke, 2006). Two
hemes ha in luence school e ec i eness we e iden i ied: bo h con ex ual and school
a iables. Again, hose ha did no espond o he selec ed opics we e disca ded. The inal
esul o he a icles o be analysed was 45 (dx.doi.o g/10.17504/p o ocols.io.b 34jqqw).
A e his il e , a sys emic concep ual e iew (Feldho e al., 2016; Hallinge , 2014)
ha allowed us o ca y ou a desc ip i e analysis o he esea ch was pe o med. The
a iables s udied we e he app oach (quali a i e, quan i a i e o mixed), he impac
qua ile o which hey belong and he da a analysis echniques used in his esea ch.
In addi ion, a na a i e syn hesis (Kau man, 2015) o he esea ch esul s was ca ied
ou . These we e syn hesised and pooled in o de o d aw new conclusions and expose he
li e a u e e iew. In o de o gua an ee he quali y o he sys ema ic e iew, he indica ions
on he PRISMA checklis we e conside ed (Mohe , Libe a i, Te zla & Al man, 2009).
Resul s
Sys ema ic concep ual e iew o a icles on school e ec i eness
Figu e 1 shows he pe cen ages o e he o al numbe o a icles, o ganised by me ho-
dological app oach acco ding o impac qua ile. The impac qua ile was di ided in o
Q1-Q2 and Q3-Q4 o his analysis.
Figu e 1. Resul s (F) o a icles acco ding o me hodological app oach and impac
qua ile
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Pedagogika / 2020, . 138, N . 2
The o al esul s in Figu e 1 should be in e p e ed aking in o accoun ha he a icles
indexed in JCR also belong o SJR. These esul s e ealed ha quan i a i e esea ch was
mo e p esen in impac jou nals wi h a p e alence g ea e han ou imes. Easy access
o he esul s o la ge-scale e alua ions may ha e been one o he easons (Co de o &
Manchón, 2014; Feldho e al., 2016; Gamazo e al., 2017; Jennings e al., 2015; Reynolds
e al., 2014; Schee ens, 2014).
On he o he hand, in bo h JCR (25) and SJR (36), he impac ac o o he jou nals was
mainly dis ibu ed in Q1-Q2, wi h a p e alence o h ee and ou imes espec i ely, as
opposed o Q3-Q4. F om his, i could be in e ed ha he subjec o school e ec i eness
was o in e es and impac in educa ional esea ch in he pe iod s udied.
Table 1 dis inguishes da a analysis echniques in he case o quan i a i e me hodologies
and da a collec ion in quali a i e designs. Quan i a i e analysis echniques we e di ided
in o mul ile el design (when conside ing he nes ed s uc u e o he da a), alue-added
designs (wi hou conside ing he nes ed s uc u e o he da a), desc ip i e designs and
hypo hesis con as , s uc u al equa ions, eg ession analysis and o he s.
Table 1
Resul s (F) o he Da a Analysis Techniques Used in Each Me hodological Design
Me hod Da a analysis
Indexed da abase To al
echniques
JCR SJR
Q1-Q2 Q3-Q4 Q1-Q2 Q3-Q4
Quan i a-
i e
Mul ile el design 12 3 17 7 24 44
VA Design 3 0 3 0 3
Desc ip i e-con as
o hypo heses
1 0 1 2 3
S uc u al equa ions 1 1 2 0 2
Reg ession 6 1 7 0 7
O he 5 0 5 0 5
Quali a i e Con en analysis 2 0 2 0 2 14
Ca ego y analysis 1 2 3 2 5
Me a-analysis 2 2 5 0 5
O he s-no speci ied 2 0 2 0 2
The mos commonly used quan i a i e da a analysis echnique was a mul ile el design.
Mul ile el designs espec he nes ed s uc u e o he da a. In educa ion, s uden esul s
a e nes ed in class ooms, schools and coun ies. Mul ile el designs make i possible o
e alua e he added alue o schools by aking in o accoun he nes ed s uc u e o he
educa ion sys em (Gamazo e al., 2017). Depending on he esea ch objec i e, i was

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Pedagogika / 2020, . 138, N . 2
used wi h di e en nuances. Mo e adi ional alue-added models unde es ima e he
e ec o he cen e on school e ec i eness (T oncoso, Pampaka & Olsen, 2016). Desc ip-
i e-con as o hypo heses was conside ed when i was he main ool o he a icle, no
as a complemen o o he echniques, inding he use o ANOVA (Gae ne , Wu s e &
Pan , 2014) o he “ ” alue (Ranjan, 2014). In he eg essions, speci ici ies such as qua ile
eg ession (Li & Kons an opoulos, 2017) o o dina y squa es eg ession (Hobbs, 2016;
Schmid e al., 2015) could be highligh ed as examples. In o he quan i a i e analysis
echniques, he e we e decision ees, quan ile alue-added case, and he ee model
acco ding o Page (2017), CLASS-S (an obse a ional ins umen ), agen -based model
and econome ic analysis echniques (index o school pe o mance).
In quali a i e echniques, me a-analysis, and ca ego y analysis we e he mos used.
The speci ic analysis echnique used was no always men ioned. Only a ew o he au-
ho s ci ed i : a sys ema ic concep ual e iew (Feldho e al., 2016) and ealis ic syn hesis
(Eh en, Eddy-Spice , Bangpan & Reid, 2017). In o he echniques, al hough he p ocess
is e y de ailed by Ru ledge e al. (2015), he does no speci y he name o he echnique
al hough i could be ca alogued as con en analysis. On he o he hand, mapping was
used in combina ion wi h he c i ical inciden echnique (Day, Gu & Sammons, 2016).
Na a i e syn hesis o esea ch esul s on school e ec i eness
The esul s o he na a i e syn hesis o he 45 pape s analysed a e p esen ed below.
The esul s we e o ganised in o inpu s and p ocesses (Schee ens e al., 2011). The inpu s
desc ibe he esul s ha could explain he e ec i eness o he pe sonal and con ex ual
cha ac e is ics associa ed wi h he s uden s. The p ocesses de elop he esul s ha he
di e en au ho s indica ed imp o ed he e ec i eness o he schools.
Con ex ual ac o s associa ed wi h school e ec i eness
The economy, social and cul u al s a us (ESCS) o he amily in luenced academic
esul s (Ka akolidis e al., 2016). Academic pe o mance was un a o able in amilies wi h
a low socioeconomic le el (Gamazo e al., 2017; Ka akolidis e al., 2016; Ma ínez e al.,
2017; Ma inez-Abad & Chapa o-Caso, 2017; Mu illo, Ma ínez-Ga ido & Hidalgo,
2014; Özdemi , 2016; Pe y, 2017; Salgado, Ma chione & Gilbe , 2014; Sulis & Po cu,
2014; T oncoso e al., 2016; Tsai, Smi h & Hause , 2017; Van Hek, K aaykamp & Pelze ,
2018; Valenzuela, Bellei & Allende, 2016). The in luence may a y depending on cul u al
mechanisms gi en he g ea e in luence o he numbe o books in some Wes e n coun-
ies han in o he s in he Eas (Tsai e al., 2017).
The loca ion o he school was a p edic o o educa ional pe o mance (Co de o &
Manchón, 2014; Kelcey & Shen, 2016; Sulis & Po cu 2014) and o he p obabili ies o
en e ing uni e si y (Jennings e al., 2015). This was p obably no mo e han a spu ious
co ela ion de e mined by socioeconomic le el (Gamazo e al., 2017; Ka akolidis e al.,
2016; Özdemi , 2016; T oncoso e al., 2016). Fo he same eason, he social ne wo ks o
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Pedagogika / 2020, . 138, N . 2
s uden s and school e iciency we e ela ed (Hobbs, 2016; Salgado e al., 2014). Likewise,
he g ea e e iciency o p i a e schools would be explained by he socioeconomic le el o
he s uden s who a end hese schools (Hobbs, 2016; Ho man e al., 2015; Joa is i e al.,
2014; T oncoso e al., 2016). Families wi h a high ESCS will be o e ed g ea e lea ning
oppo uni ies o hei child en (Hobbs, 2016; Schmid e al., 2015), which would explain
ha g ea e book owne ship has a posi i e in luence on pe o mance (E ans, Kelley &
Siko a, 2014). This could be in e p e ed as eally being he cul u al le el o he amily,
a he han he economic le el, which would explain a highe pe cen age o a iance
wi h espec o educa ional pe o mance.
Gende was con o e sial. The e we e s udies ha a gued ha i does no in luence
pe o mance (Salgado e al., 2014) and o he s ha do. The emale gende nega i ely a ec ed
pe o mance in ma hema ics in adolescence (Gamazo e al., 2017; Ho man e al., 2015;
Ka akolidis e al., 2016; Özdemi , 2016; T oncoso e al., 2016) and posi i ely in luenced,
al hough wi h less in ensi y, eading (Gamazo e al., 2017). Female s uden s bene i ed
mo e om a ending schools wi h a high socioeconomic le el (Van Hek e al., 2018).
Again, he socioeconomic con ex could explain he di e ences be ween educa ional
oppo uni ies among bo h gende s.
The epe i ion condi ion o he s uden body, o i he s uden has changed schools
many imes, impai ed educa ional pe o mance (Gamazo e al., 2017). Likewise, o he s
pe sonal cha ac e is ics o he s uden , such as sel -es eem, lea ning s a egies o pe cep-
ion o d ug use, we e ano he ac o o conside (Ma inez-Abad & Chapa o-Caso, 2017).
Al hough con ex ual and pe sonal ac o s associa ed wi h he pupils in luenced pe -
o mance, he e a e school cha ac e is ics ha in luenced academic ou comes (Azpillaga
e al., 2014; In xaus i e al., 2016, 2017; Joa is i e al., 2014; Lizasoain e al., 2016). In
addi ion, lea ning oppo uni ies would explain 37% o he inequali ies associa ed wi h
ESCS (Schmid e al., 2015) so hose schools ha a e mo e e ec i e will be able o educe
he inequali y gap in he s uden s (Valenzuela e al., 2016).
School ac o s associa ed wi h school e ec i eness
The a iables associa ed wi h he school i sel and he p ocesses ha ake place in
i signi ican ly a ec he achie emen s o he lea ne s (Ho man e al., 2015; Schmid
e al., 2015). The school in luences he pe o mance o i s s uden s om he i s yea s o
schooling (Fe ão, 2014). The e a e cen es ha ha e a high added alue, ega dless o he
socioeconomic con ex in which hey a e inse ed (Azpillaga e al., 2014; Cohodes, 2014;
Fe ão, 2014; Gamazo e al., 2017; In xaus i e al., 2016, 2017; Jennings e al., 2015; Joa is i
e al., 2014; Lizasoain e al., 2016; Ma ínez e al., 2017; Ru ledge e al., 2015). The e o e,
educa ional esea ch should ocus i s e o s on s udying he school a iables ha a ec
educa ional pe o mance (Fe ão, 2014; Joa is i e al., 2014) which canno always be done
in a quan i a i e way (Fulle & Hollingwo h, 2014). The in luence o he school could
explain 20% o he a iance in educa ional pe o mance (Ho man e al., 2015; Kelcey
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Pedagogika / 2020, . 138, N . 2
& Shen, 2016); he e o e, he con ol o hese a iables would make i possible o op i-
mise he eaching-lea ning p ocesses and mo e owa ds mo e equi able educa ion. The
cha ac e is ics a e p esen ed in 4 ca ego ies: educa ional app oach, educa ional p ac ice,
managemen eam and lea ning cul u e.
Educa ional p ac ice
In e ms o educa ional p ac ice, eache s in e ec i e schools had a g ea e social and
emo ional in ol emen wi h s uden s and hei amilies. Teache s ex e nalised i as high
expec a ions o s uden s and g ea e in ol emen in ex acu icula ac i i ies (Ru ledge
e al., 2015). Teache s op imised he use o esou ces, whe he ex e nal o in e nal and
sys ema ically help s uden s h ough ex acu icula suppo o olun ee sys ems o
imp o e educa ion (In xaus i e al., 2017). The e was also g ea e in ol emen wi h s u-
den assessmen s (Ranjan, 2014). These we e mo e equen and egula in he e iew
o homewo k and asks, which was ela ed o be e esul s (Mu illo e al., 2014). The
highly e icien schools showed a mo e holis ic pe spec i e, a ending o he academic
and emo ional de elopmen o he s uden s (Ru ledge e al., 2015). In addi ion, eache s
showed mo e planning and closeness skills (Ranjan, 2014).
The in ol emen o amilies in he school seemed o be a de ining cha ac e is ic o
cen es wi h high e iciency (Azpillaga e al., 2014; Hajiso e iou e al., 2018), wi h mo he s
ha ing a g ea leading ole in educa ion (Co de o & Manchón, 2014). In cen es wi h high
e iciency, g ea e sensi i i y was obse ed owa ds he amilies o he s uden s, as well
as g ea e connec ion wi h hem (Ru ledge e al., 2015).
The e was a disc epancy in he numbe o s uden s pe class, as he e was esea ch
s a ing ha i did no in luence esul s (Li & Kons an opoulos, 2017). In con as , Egali e
and Kisida (2016) s a ed ha he esul s wo sen as he a io and educa ional le el inc eased.
Howe e , high-pe o ming schools may be mo e esponsi e o challenges because hey
ha e be e esou ce planning (In xaus i e al., 2017).
Managemen eam
The school inspec ions did no appea o iden i y p ocesses o imp o ing he e ec-
i eness o schools (Gae ne e al., 2014). Howe e , managemen , in de e mining di -
e en p ocesses, has an in luence on school ac i i y (P ase cha oensuk & Tang, 2017).
The managemen o high-e iciency schools was sensi i e o he needs o he s uden s,
lexible o change, open o inno a ion, and exe cises democ a ic leade ship (Day e al.,
2016; In xaus i e al., 2016). P incipals did no educe school e ec i eness o pe o mance
on s anda dised es s. Managemen used hese es s o school imp o emen (In xaus i
e al., 2016). In addi ion, he managemen eam was in ol ed wi h he alues o he school
communi y, encou aged he desi e o he en i e educa ional communi y o lea n and,
when hey belonged o schools in disad an aged con ex s, ca ied ou g ea e in ol emen
and saw di icul ies as a challenge o be o e come (Day e al., 2016).
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Lea ning cul u e
The cul u e o lea ning in high-e iciency schools had i s pa icula i ies: he e we e
mo e oppo uni ies o pa icipa ion, o mal communica ion s uc u es, collabo a i e
decision-making p ocesses, sha ed leade ship and high expec a ions among s uden s
and eache s (In xaus i e al., 2016; Ma ou khani, Nou ani & Boe hannoeddin, 2015;
Tichno -Wagne e al., 2016). In hem, beyond he desi e o aise sco es on s anda dised
assessmen es s, he e was an in insic mo i a ion o imp o ing educa ion in gene al.
The le els o e o and in ol emen in achie ing his pu pose we e signi ican ly highe
in his ype o school (In xaus i e al., 2016).
The pe manen aining o eache s was op imal in high e iciency schools (Lizasoain
e al., 2016). On he o he hand, low e iciency cen es jus i ied low esul s by poin ing
o ex e nal ac o s and ine ec i e p ocesses o aining and inno a ion (Lizasoain e al.,
2016). Pe manen aining in high e iciency schools was cha ac e ised by (Lizasoain
e al., 2016) sys ema ic implemen a ion, a high deg ee o in ol emen loca ed in he school
i sel (e.g. cascade aining) and ans e o p ac ice, which was acili a ed by he school
and always e alua ed. On he o he hand, esea ch aining o eache s and ecu en
e lec ion on hei own p ac ice bene i ed schools (Mincu, 2015). These skills could make
eache s he d i e s o change in educa ional ins i u ions.
Educa ional app oach
The comp ehensi e educa ion o he human being was he commi men o he each-
ing s a and was a key elemen in he imp o emen o schools wi h cul u al di e si y
(Hajiso e iou e al., 2018). The e we e no disc imina o y p ac ices in high-e iciency
schools. Awa eness among s uden s wi h special educa ional needs was highe . Any
s uden who needs suppo in his o he educa ion was conside ed o ha e special edu-
ca ional needs. P imi i e de ini ions o his aspec , which ocus mo e on disabili y, we e
no con empla ed. Fu he mo e, he eaching s a had deeply oo ed alues, based on
s ong eligious o social belie s (In xaus i e al., 2017). I was clea ha eache s in highly
e ec i e schools had a p oac i e a i ude owa ds educa ion, wi h empa hy owa ds o he
educa ional agen s and a ision o knowledge ha was lexible and unde cons an e iew
(Hajiso e iou e al., 2018; In xaus i e al., 2017).
The composi ion o he school’s pupils also a ec ed school e iciency. The di e si y o
gende s is posi i e o e ec i eness, pe haps because hey had be e beha iou (Ning,
Van Damme, Van Den Noo ga e, Yang & Pan , 2015; Van Hek e al., 2018). The class-
oom clima e was one o he ac o s a ec ing pe o mance when pe cei ed posi i ely,
along wi h au onomy in he use o echnologies o he adap a ion o eaching (Gamazo
e al., 2017). Class oom discipline would explain 11% o he a iance be ween schools
in eading achie emen (Ning e al., 2015). Mo e discipline was associa ed wi h be e
ou comes, al hough hese le els a ied om coun y o coun y. This could be explained,
20
Pedagogika / 2020, . 138, N . 2
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Kas publikuojama ci uojamo indekso žu naluose apie
mokyklos e ek y umą? Sis eminė y imo ezul a ų i
me odų apž alga
Jesús Ga cía-Jiménez1, Juan Jesús To es-Go dillo2, Ja ie Rod íguez-San e o3
1 Se ilijos uni e si e as, Edukacinių y imų me odų i diagnos ikos ka ed a, C/Pi o ecnia, s/n, ES-41013, Se ilija,
Ispanija, jga [email protected]
2 Se ilijos uni e si e as, Edukacinių y imų me odų i diagnos ikos ka ed a. C/Pi o ecnia, s/n, ES-41013, Se ilija,
Ispanija, [email protected]
3 Se ilijos uni e si e as, Edukacinių y imų me odų i diagnos ikos ka ed a, C/Pi o ecnia, s/n, ES-41013, Se ilija,
Ispanija, ja [email protected]
San auka
Š ie imo e ek y umas mokslo i socialiniu lygmeniu y a iena iš dominuojančių emų,
nag inėjamų daugelyje mokslinio po eikio s aipsnių su aukš u ci a imo indeksu (angl. Impac
24
Pedagogika / 2020, . 138, N . 2
Fac o ). S aipsniai publikuojami e e uojamose duomenų bazėse, okiose kaip WoS i Scopus. Šiuo
y imu siekiama a skleis i me odologines š ie imo e ek y umo mokykloje endencijas, ap ašomas
s aipsniuose, išspausdin uose e e uojamose JCR (WoS) i SJR (Scopus) duomenų bazėse (2014–
2018 m.), i ap ašy i jų ezul a us. Bu o išanalizuo i šešiasdešim sep yni s aipsniai. Remian is
ke u iasdešim penkiais a ink ais i nus a y us k i e ijus a i ikusiais s aipsniais, a lik a sis eminė
šių s aipsnių apž alga. Ty imo ezul a ai a skleidžia, kad s aipsniuose dažniausiai emiamasi
kiekybine y imo me odologija, o jos pag indu a lik us y imus analizuojan ys s aipsniai y a
publikuojami žu naluose, ei inguojamuose pi mojo a an ojo k a ilio lygmeniu pagal ci a imo
indeksą. Apibend in i mokyklos, kaip š ie imo o ganizacijos, e ek y umo ypa umai, ku ie bu o
suski s y i į ke u ias ka ego ijas, apima š ie imo požiū į, š ie imo p ak iką, š ie imo adybą bei
mokymosi kul ū ą. Taip pa a siž elgiama į indi idualius i kon eks inius š ie imo e ek y umo
ak o ius bei į aką akademinių pasiekimų ezul a ams. Remian is y ime apž elg ais s aipsniais
nus a y a, kad, no s i egzis uoja esminiai eiksniai, da an ys į aką š ie imo e ek y umui, ki i
kin amieji mokyklos lygmeniu aip pa u i į akos, pa yzdžiui: mokymosi kul ū a, ado ų
komanda, edukacinė p ieiga i š ie imo p ak ika.
Esminiai žodžiai: š ie imo e ek y umas, š ie imo kokybė, š ie imo ezul a ai, mokyklos
mokinių san ykiai.
Gau a 2020 05 21 / Recei ed 21 05 2020
P iim a 2020 07 03 / Accep ed 03 07 2020