Information Literacy, Collective Teacher Adequacy and Effective School: Structural Equation Modeling


  • Celal Teyyar Uğurlu
  • Kadir Beycioğlu
  • Seyfettin Abdurrezzak,


Information Literacy, Teacher Collectivity, Effective School


In this research, it is aimed to test the theoretical model that explains the linear structural relationship between primary school teachers' perceptions of information literacy, perceptions of collective teacher adequacy, and perceptions of school effectiveness. In the research, relationships among each other are searched based on information literacy, collective teacher adequacy and causal relations between effective schools. The study group of the research; in 2016-2017 education year, 369 teachers working in 21 primary schools in Erzincan province center province. Analyzes were made on 356 data sets suitable for processing. In this study, "Effective School Scale" developed by Abdurrezzak (2015) in the second section; "Collective Teacher Adequacy Scale" adapted by Erdoğan and Dönmez (2015) "Information Literacy Scale" developed by Adıgüzel (2011) were used to gather data. The model of structural equality was used to determine the effect of information literacy in the study on the effectiveness of the intermediate variable collective teacher adequacy and school effectiveness. SPSS 20 and LISREL 8.7 programs were used to determine whether the model was verified. Good harmony well-being values were reached according to the relationship between implicit variables of the model and it was determined in the analyses that the model is a model that can be accepted with good harmony. Significant relationships among information literacy and collective teacher adequacy were found.




How to Cite

Celal Teyyar Uğurlu, Kadir Beycioğlu, & Seyfettin Abdurrezzak,. (2023). Information Literacy, Collective Teacher Adequacy and Effective School: Structural Equation Modeling. Elementary Education Online, 17(4), 1988–2005. Retrieved from