Ganihar, Noorjehan N. (2006). A STUDY OF CORRELATES OF SCHOOL EFFECTIVENESS AT SECONDARY LEVEL. Unpublished. ERIC, Education
Objectives of the study:
To identify the correlates of effective schools
To identify the discriminating variables with reference to high average and low effective
schools.
To ascertain the relative strength of the variables that contribute to the effectiveness of
schools.
To study the students‟ behavior adjustment to school in high average and low effective
schools.
a. To study the dimensions of students‟ behavior adjustment to schools in high, average and low effective school.
i. Studiousness
ii. Compliance
iii. Teacher contact
To study the students‟ motivation towards school in high, average and low effective schools.
i. To study the dimensions of students‟ motivation towards schools in high, average and low effective schools
ii. Cognitive domain
iii. Afective domain and
iv. Moral domain
To study the teachers involvement in school activities in high, average and low effective schools.
i. To study the dimensions of teachers involvement in school activities in high, average and low effective schools\
a) Planning the school work
b) Decision making
c) Administration
d) Extra curricular activities
To study the teachers job satisfaction in high, average and low effective schools
To study the leadership qualities of Heads of school in High, average and low effective schools.
To study the time management of Heads of schools in High, average and low effective schools.
To study the school atmosphere in high, average and low effective schools.
To study the organizational health in high, average and low effective schools.
To find out whether government, aided and private schools differ in the selected variables.
To find out whether boys, girls and co-education schools differ in the selected variables.
Hypotheses:
Sample of the study:
The population of the sample of Dharward Taluk numbering up to 94 formed the sample of the study. The data was collected from 70 schools giving due consideration to the type of management and type of schools. Eight Government schools, twenty six aided schools and fourteen private schools were selected. Out of these seven were boys schools, sixteen girls schools and forty seven co-education schools. Totally the data was collected from 70 schools.
From each school data was collected from ten students and seven teachers at random. In all, the data was collected from 70 schools- 700 students, 500 teachers and 70 Heads of schools.
Tools Used:
Behavior in School Inventory
Kozeki’s Motivational Inventory
Teacher’s Involvement Questionnaire
Leadership Qualities Questionnaire
School Atmosphere Questionnaire
Oraganizational Health Inventory
School Effectiveness Schedule
Time, Energy, Memory Survey Scale
Design of the study:
Normative Survey method
Statistical Techniques:
For the analysis of data collected, descriptive, differential statistics analysis and multivariate statistics such as mean, standard deviation correlation analysis, ANOVA, t-test, regression analysis and discriminant function analysis were used.
Findings:
During the past two decades much research has been conducted in the field of school effectiveness and improvement of the quality of schooling. But the school effectiveness research should not be treated as a blueprint of success. The major concern in schools should be educational excellence meaning that students become independent, creative thinkers and learn to work more cooperatively.
Schools do have substantial effects upon pupils and there are processes that work across schools to maximize their outcomes, with effective schools using rewards, praise, motivation, appreciation, high levels of involvement, providing good working conditions for pupils, being responsive to pupil needs, giving ample opportunities for pupils to take positions of responsibility and to participate in the running of the school and in the education activities within the classrooms, making positive use of homework and setting clear and explicit academic goals.
A great deal of successful development in schools depends on a thoroughly professional teaching force. With this foundation, the school system can achieve much progress, with effective schools, having teachers with high expectations and positive views of the capabilities of their pupils, providing good models of behavior, exhibiting good time management, involving in school activities and remaining satisfied in the job.
There appears to be agreement that the quality of leadership exercised by the Head is crucial to the effectiveness of the school. The Head of the school sets the love for learning by the educational beliefs and values he or she holds and with a decision making process in which all teachers feel that their views are represented. The Head’s educational philosophy, management of time concern for teachers and staff development activities show how central these process are for school’s development.
If children are to learn individually and collectively they need to do so in an organizational context which enables rather than disables both kinds of growth. The school as an organization needs to be innovative and flexible. A good organization is flexible, uses integrated structures, monitors itself, its climate, health and culture, develops strategic planning techniques and empowers the people. In this sense, the school needs to be responsive to the needs of its members, pupils, teachers, other staff, parents and the community in which it is located.
Parents do not choose schools rationally. They have prejudices or are misled by simplistic slogans. Parents often think that a good school is one where pupils wear uniform, or sometimes they may be more impressed by non-educational reasons for example they may choose a private school not for the quality of education but with the hope that their child will acquire middle-class speech and manners. They may not have chosen schools on he basis of published examinations or test reports. Education must be a shared process, involving pupils, teachers, Head-teachers and parents. Empowering parents is equally important on the road to quality.
It is clear that although we have made some progress in understanding of what makes an effective school, an effective school is one which has concern to improve the quality of life in that community and not just raise a few scores on a list of performance indicators.
Keyword(s): Organizational Effectiveness