Parents' perceptions of school effectiveness : an investigation into parents' perceptions of the effectiveness of Tasmanian public schools

(1)

of Tasmanian public schools.

by

John H. Ewington B Ed, M Ed

Submitted in fulfilment of the requirements

for the degree of Doctor of Philosophy

University of Tasmania

June, 1996

(2)

Appendix

A

Letter from DEA

1 Letter to SSPFA

2 Appendix

B

Extract from Leesville Primary School Council's Minutes

3 Appendix

C

Extract from Leesville High School Council's Minutes

3 Appendix

D

Questionnaire used for 1st Trial

4 Appendix

E

Scoring Sheets

11 Appendix

F

Extract from Leesville Primary School's Newsletter

13 Letter to Leesville Primary Parents 1st Trail

14 Letter to Leesville High parents 1st Trail

15 Appendix

G

Percentage Responses 1st Trail

16 Appendix

H

Revised Questionnaire used for Statewide Survey

19 Appendix

I

Modified Instructions Pages

24 Appendix

J

Letter from Principal of Leesville Primary School

26 Appendix

K

Letter to Leesville High Parents

27 Appendix

L

Reports for Melville Swamp Schools

28 Appendix

M

Letter to Principals of Selected Schools

42 Appendix

N

Letter to Parents

43 Appendix

0 Letter to Principals of Selected Schools Explaining Data

44 Appendix

PA

Report of Primary School A

46 Appendix

PB

Report of Primary School B

53 Appendix

PC

Report of Primary School C

60 Appendix

PD

Report of Primary School D .

67 Appendix

PE

Report of Primary School E

74 Appendix

PF

Report of Primary School F

81 Appendix

PG

Report of Primary School G

88 Appendix

PH

Report of Primary School H

95 Appendix

PI

Report of Primary School I

102 Appendix

PJ

Report of Primary School J

109 Appendix

PK

Report of Primary School K

116 Appendix

PL

Report of Primary School L

123 Appendix

PM

Report of Primary School M

130 Appendix

PN

Report of Primary School N

137 Appendix

PO

Report of Primary School 0

144 Appendix

PP

Report of Primary School P

151 Appendix

PQ

Report of High School A

158 Appendix

PR

Report of High School B

165 Appendix

PS

Report of High School C

172 Appendix

PT

Report of High School D

179

(3)

Appendix

Q

Optional Comments Leesville Primary School

213 Appendix

R

Optional Comments Leesville High School

216

(4)

Appendix A

Copy of letter from Department of Education and the Arts:

26th May 1992

Research Study

Mr John Ewington

I have been advised by the Consultative Research Committee that the above research study

adheres to the guidelines that have been established and there is no objection, based on

administrative considerations, for the study to proceed.

A copy of the final report of your study should be forwarded to Mr John Kitt,

Superintendent (Teachers Development), Centre for Advanced Teaching Studies, GPO Box

1347, Hobart 7001.

My permission is given for you to conduct the research study provided the Teachers are

willing to be involved.

Yours sincerely,

Graham Harrington

(5)

President

The Tasmanian Council of State School Parents and Friends Association

81 Salamanca Place

HOBART 7004

Dear Mr Williams,

I would like to meet with you and your executive to discuss a research project that I am

about to undertake. I am a PhD student at the University of Tasmania (Launceston),

studying under the guidance of Professor Mulford, investigating the perceptions parents'

have of public education in Tasmania.

To introduce myself a little further, I am Senior Master in charge of Mathematics and

Science at (Leesville High School) and I am married with three children all of whom attend

Leesville Primary School.

I met with you after your presentation to the breakfast meeting in Burnie. I now have firm

research proposal in mind and would welcome a chance to have further discussions with

you and your organisation at your convenience. I have enclosed my research proposal for

you and your executive to examine.

Yours sincerely

(6)

Appendix B

Extract from Leesville Primary School Council minutes of meeting held on 13th May 1992.

4.1 School Survey

4.1.2 Mrs xxxxx in introducing Mr Ewington referred to the minutes of the April

meeting that dealt with the historical aspect of this topic.

4.13 Mr Ewington addressed Council and presented a draft sample of the survey, along

with supporting reference material.

4.1.4 Mr Ewington at this point in the meeting left and Council continued to discuss the

survey. Discussion highlighted the following points.

• Language was very user specific,

• Some elements of the school community may have trouble completing certain parts of the

survey,

• School would be willing to be part of "pilot sampling survey"

• May need to consider "tutors" to assist some people completing the survey.

Motion 2

"That the Leesville Primary School Council support the use of the survey as an instrument

in the school and Melville Swamp"

Appendix C

Extract from Leesville High School Council Meeting 1913/92

The School and its Community

John Ewington addressed Council detailing the investigations he is undertaking into the

relationship that exists between public schools and their parent group and requested Council

support.

(7)

PARENTS' PERCEPTIONS

of

SCHOOL EFFECTIVENESS

INSTRUCTIONS:

1. Think about each statement then circle a response on the

'SHOULD Apply to This

School'

scale and then circle a response on the

'DOES Apply to This School'

scale.

2. Indicate your answer by circling:

SA

if you

strongly agree

with the statement;

A

if you

agree

with the statement

N

if you

neither agree nor disagree

with the statement or are not sure;

D

if you

disagree

with the statement;

SD

if you

strongly disagree

with the statement.

Example 1:

SHOULD Apply to

DOES Apply to

This School

SAO N D SD Students enjoy school

SA ANDe

The response on the left scale indicates that you agree that the statement should

apply to this school

The response on the right indicates that you

strongly disagree

that it does apply to

this school.

3. If you change your mind about where you want to place your circle, cross out the old

the old answer and circle another.

4. Please check that you have circled all statements.

(8)

PARENTS' PERCEPTIONS

SA - strongly agree

A - agree

N - neither agree nor disagree

D disagree

SD strongly disagree

SHOULD Apply to This School

DOES Apply to This School

(1) The general goals of the school are clear. SA A N D SD

(2) Teacher in this school use either phone calls, SA A N D SD

regular note or parent conferences in addition to

report cards to communicate children's

progress.

SA A N D SD

SA A N. D SD

SA A N D SD

(3) Most teachers in this school hold students to SA A N D SD

high standards of performance in their work.

(4) Staff and students view this school as a safe SA A N D SD

and secure place.

(5) It is difficult to make appointments with the SA A N D SD

principal and senior staff to discuss the quality

of teaching.

(6) Feedback on assignments is rarely given. SA A N D SD

(7) The purpose of the school is not generally

SAAN D SD

understood.

(8) There is an active parent-school group in

SAAN D SD

which many parents are involved.

(9) Teachers try consistently to help students.

SAAN D SD

(10) The atmosphere in this school is business- SA A N D SD

like and professional.

(11) The principal and senior staff lead frequent SA A N D SD

discussions about instruction and achievement

with teachers, parents and students.

(9)

SA strongly agree

A agree

N neither agree nor disagree

D disagree

SD strongly disagree

SHOULD Apply to This School

DOES Apply to This School

(13) School personnel do not work together. SA A N D SD

(14) Few teachers communicate regularly with SA A N D SD

parents.

(15) Students are expected to master subject SA A N D SD

matter at each grade level.

(16) There are well known coded of conduct for SA A N D SD

this school.

(17) There is little leadership about instructional SA A N D SD

issues (such as curriculum topics, improving

teaching etc) from the principal and senior staff.

(18) Evaluation methods are not explained to

SAAN D SD

students.

(19) Many are not aware of the purpose of this

SAAN D SD

school.

(20) The school does a poor job in helping

SAAN D SD

parents to understand more clearly what is being

taught.

(21) Teachers in this school do not hold SA A N D SD

consistently high expectations for my children.

(22) Generally, discipline is not a problem at SA A N D SD

this school.

(23) The quality of instruction is not a priority SA A N D SD

of the senior staff.

(24) There are few opportunities taken to reward SA A l'

■

1 D SD

learning in this school.

SA A N D SD

(10)

PARENTS' PERCEPTIONS

SA - strongly agree

A agree

N neither agree nor disagree

D disagree

S D strongly disagree

SHOULD Apply to This School

DOES Apply to This School

SA A N D SD

SA AN D SD

SA A N D SD

SA A I

■

1 D SD

(25) Decisions made in this school reflect the

general goals of the school.

(26) Little is known about the policies, academic

programs and activities at this school.

(27) Students are challenged to their capacity.

(28) The school has a clearly stated set of

behaviour rules.

(29) The principal and senior staff regularly

bring teaching issues (such as curriculum

topics, improving teaching, etc) to parents for

discussion.

(30) Teachers monitor achievement to keep track

of student's progress.

(31) There is no set of clearly stated objectives

for this school.

(32) It is difficult to make appointments to meet

with teachers.

(33) Students who accomplish the most are the

only ones praised.

(34) Students do not feel safe and secure while

at school.

(35) The principal and senior staff explain

teaching methods to parents.

(36) Teachers use many different methods

(including samples of students' work and tests)

to assess learning.

(11)

SA - strongly agree

A

agree

N - neither agree nor disagree

D

disagree

S D strongly disagree

SHOULD Apply to This School

DOES Apply to This School

(37) The aims of the school are widely

understood.

(38) It is difficult for parents to contribute to

important decisions made at this school.

(39) Challenging and attainable standards for

achievement are not set and maintained.

(40) This is an unruly school.

( 41)

I

know little about the teaching program at

this school.

SA A N D SD

SA

A N D SD

SA A N D SD

(42) There is a system for assessing learning on

a regular basis.

(43) The school has developed a set of clearly

stated objectives.

(44) There are many informal contacts between

teachers and parents.

(45) Achievements expectations are not

communicated to students.

(46) There is no sense of security and order at

this school.

(47) The principal and senior staff communicate

openly and frankly about teaching and learning

with staff, students and parents.

(12)

PARENTS' PERCEPTIONS

SA strongly agree

A

agree

neither agree nor disagree

disagree

S D strongly disagree

SHOULD Apply to This School

DOES Apply to This School

(49) Parents, students and community members

understand the key purposes of schooling.

(50) The school program encourages feedback

from parents about the quality of the program.

(51) Students are expected to complete high

school.

(52) Learning at this school is often disrupted.

(53) The principal and senior staff are available

to discuss matters concerning teaching.

(54) Students are aware that their work will be

regularly checked.

(55) There is no sense of direction at this

school.

(56) Many teachers use parents or community

volunteers in their classrooms.

(57) All students are treated in ways which

emphasise success and potential rather than

failures and shortcomings.

(58) Few students are aware of acceptable

behaviour codes.

(59) It is hard to get the senior staff to discuss

the instructional program.

(60) Checks on student progress are not made.

SA A N D SD

SA A •

N D SD

SA A N D SD

(13)

OPTIONAL INFORMATION

Are there areas of education that you would like to comment on that

haven't been covered in the questionnaire?

Are there any comments you are prepared to make about the

research, the school or education in general?

If you are prepared to discuss the survey and/or education in general

either in person or over the phone, I will make myself available at

any time that is convenient.

Please fill out the following information so contact can be made.

Name:

Number:

Phone

(14)

Appendix E

Scoring Sheet Initial Questionnaire

CODE

Sense

No

of Mission

Should

Community

Does

No

Relationships

Should

Does

1+

2+

7-

8-

13-

14-

19-

20-

25+

26-

31-

32-

37+

38-

43+

44+

49+

50+

55-

56+

High Expectations

Safe and Orderly Environmei

No

Should

Does

4+

10+

16+

22+

28+

34-

40-

46-

52-

58-

No

Educational

Should

Leadership

Student

Does

No

Progress

Should

Does

5-

6-

11+

12-

17-

18-

23-

24-

29+

30+

35+

36+

41-

42+

47+

48+

53+

54+

59-

60-

No

3+

9+

15+

21-

27+

33-

39-

45-

51+

57-

(15)

Sense of Mission

Community Relation. High Expectations

No

Should Does

No

Should Does

No

Should Do(

1+

2+

3+

7-

8+

9+

13+

14+

15+

19+

20+

21+

25+

26+

27-

31+

32+

Safe & Orderly Env. Educational Leadership

Student Progress

No

Should Does

No

Should Does

No

Should Do.

4+

5+

6+

10+

11+

12+

16+

17+

18+

22+

23-

24+

28-

29+

30+

33-

34+

35-

CODE

Sense of Mission

Community Relation. High Expectations

No

Should Does

No

Should Does

No

Should Do(

1+

2+

3+

7-

8+

9+

13+

14+

15+

19+

20+

21+

25+

26+

27-

31+

32+

Safe & Orderly Env. Educational Leadership

Student Progress

No

4+

10+

16+

22+

28-

33-

35-

Should

Does

No

5+

11+

17+

23-

29+

34+

Should

Does

No

6+

12+

18+

24+

30+

(16)

Appendix F

Extract from Leesville Primary School newsletter 13/892.

SCHOOL COUNCIL - PARENT SURVEY:

Earlier this year the School Council

discussed surveying our parents to find out what you think about our school.

Council became aware that Mr John Ewington, A Senior Teacher of Smithton High School

was developing a School Survey Document as part of a research project being conducted

by the University of Tasmania.

Mr Ewington was invited to come to a Council meeting and talk about the project. The

Council agreed to assist him with the intention of eventually using his questionnaire to

survey our parent body.

To ensure an effective questionnaire Mr Ewington needs to obtain a random sample of

parent responses to his document so that it can be refined and improved.

When it is finally approved by the University the questionnaire will be distributed to all

parents to obtain their perceptions of the school and its work. It will also be available to

other schools in Tasmania who wish to use it.

Tomorrow, Friday 14th the questionnaire will be sent home to sixty families randomly

selected from the school register. It will be greatly appreciated if each parent who receives

one can complete the questionnaire and return it to school by the end of next week

(17)

The school is seeking your support for a survey we are conducting to find out what you

think about Smithton Primary School.

As mentioned in yesterday's Newsletter (copy attached) this survey is part of reasserch

project being conducted by the University of Tasmania.

There are sixty items in the questionnaire and two responses are required for each one.

If you are prepared to assist, we appreciate that it will take some time to complete.

However, if it is to achieve the desired result it cannot be simplified at this stage.

There is an optional sheet at the back of the questionnaire where you can add comments you

would like to make, good or bad, about our school and about the questionnaire.

Mr John Ewington of Smithton High School has designed the questionnaire. He can be

contacted on 523301 if you wish to discuss any aspects with him.

It will be greatly appreciated if you can return the questionnaire to the school office by next

Friday 21 August.

(Chairperson)

)

(18)

Copy of letter to Leesville High School parents: 1st trial.

29th July 1992

Dear Parent or Guardian,

I am seeking your support for a survey I am conducting, to assess the perception local

parents and guardians have of Smithton High School. This research is part of a research

project being conducted by the University of Tasmania.

The results of the survey will be made public via the School Council, The Parents and

Friends Association and the School Newsletter.

There is an optional sheet to be filled in at the back of the questionnaire on which you can

put your name. All information will, however, be coded so that it will be impossible to

trace responses to individual people.

I would be grateful if you would complete the questionnaire and return it to your

student's class teacher before the 11th of August.

If you have queries about the survey, please feel free to contact me.

Yours sincerely,

(John Ewington)

(19)

Percentage Responses for 1st Trial

Item Statement

No.

Sense Of Mission Items

SHOULD (Preferred)

2

(Actual) DOES

3 4

1 2 3 4 5 1

1+ The general goals of the school are clear. 0 0 8 63 29 0 1 10 70 7- The purpose of the school is not generally

understood.

7 12 13 46 22 5 15 14 47 13- School personnel do not work together. 7 19 11 38 25 5 18 15 42 19- Many are not aware of the purpose of this school. 2 15 17 50 15 2 14 23 48 25+ Decisions made in this school reflect the general

goals of the school.

0 1 15 55 29 0 0 15 61

31- There is no set of clearly stated objectives for this school.

2 22 15 40 21 2 16 17 49

37+ The aims of the school are widely understood. 0 2 9 61 28 0 4 17 59 43+ The school has developed a set of clearly stated

objectives.

0 0 12 67 21 0 1 18 65

49- Parents, students and community members understand the key purposes of schooling.

1 2 4 65 28 1 3 15 62

55- There is no sense of direction at this school. 6 8 8 45 33 6 6 9 49 School Community Relationships Items

Teacher in this school use either phone calls, regular note or parent conferences in addition to report cards to communicate children's progress.

2 2 3 54 40 6 16 15 52

8+ There is an active parent-school group in which many parents are involved.

0 2 5 64 29 1 16 14 59

14- Few teachers communicate regularly with parents. 7 19 15 38 20 9 21 24 37 20- The school does a poor job in helping parents to

understand more clearly what is being taught.

5 15 14 45 23 5 16 22 45 26- Little is known about the policies, academic

programs and activities at this school.

1 26 8 44 21 5 21 25 44

32- It is difficult to make appointments to meet with teachers.

6 13 7 44 30 2 6 12 56

38- It is difficult for parents to contribute to important decisions made at this school.

3 18 15 50 15 3 22 25 42

44- There are many informal contacts between teachers and parents.

0 5 12 65 18 6 22 18 45

50- The school program encourages feedback from parents about the quality of the program.

0 1 13 64 23 3 18 40 35

56- Many teachers use parents or community volunteers in their classrooms.

(20)

Item Statement No.

High Expectations Items

SHOULD (Preferred)

2

(Actual) DOES

3 4

1 2 3 4 5 1

3+ Most teachers in this school hold students to high standards of performance in their work.

2 2 7 52 37 2 18 26

A

46 Teachers try consistently to help students. 1 0 1 44 55 2 17 15 45 15+ Students are expected to master subject matter at

each grade level.

0 6 22 46 25 1 10 37 44

21- Teachers in this school do not hold consistently high expectations for my children.

8 16 14 37 25 3 16 25 44

27+ Students are challenged to their capacity. 0 2 4 51 44 5 16 22 51 33- Students who accomplish the most are the only

ones praised.

5 8 9 35 43 3 20 26 33

39- Challenging and attainable standards for achievement are not set and maintained.

3 17 20 45 15 1 11 34 50 45- Achievements expectations are not communicated

to students.

5 21 18 45 12 2 16 35 39 51+ Students are expected to complete high school. 0 2 19 46 33 0 5 25 52 57+ All students are treated in ways which emphasise

success and potential rather than failures and shortcomings.

4 3 5 54 35 5 13 33 42

Safe and Orderly Environment Items

4+ Staff and students view this school as a safe and secure place.

1 2 1 42 55 4 15 14 52

10+ The atmosphere in this school is business-like and professional.

2 8 15 51 25 5 21 32 39

16+ There are well known coded of conduct for this school.

1 0 .

5 49 45 4 6 16 46

22+ Generally, discipline is not a problem at this school.

2 12 58 25 10 18 23 42 28+ The school has a clearly stated set of behaviour

rules.

0 0 5 45 50 5

_

5 13 56

34- Students do not feel safe and secure while at school.

11 10 4 40 35 4 15 16 51

40- This is an unruly school. 1 2 10 39 48 1 11 16 46

46- There is no sense of security and order at this school.

1 10 8 48 33 4 15 13 45

52- Learning at this school is often disrupted. 4 5 11 47 33 — 8 13 21 51 58-

,

Few students are aware of acceptable behaviour codes.

4 16 14 42 25 3 15 .

(21)

5-

It is difficult to make appointments with the

principal and senior staff to discuss the quality of

teaching.

10

13

12 40 25

4

15

11

50 11+

The principal and senior staff lead frequent

discussions about instruction and achievement

with teachers, parents and students.

0

1

14

61

25

4

17

40

34 17-

There is little leadership about instructional

issues (such as curriculum topics, improving

teaching etc) from the principal and senior staff

6 16 25

39

13

4

15

41

32 23-

The quality of instruction is not a priority of the

senior staff.

4 12 ' 21

36 27

1

5

34

44 29-

The principal and senior staff regularly bring

teaching issues (such as curriculum topics,

improving teaching, etc) to parents for discussion.

0

4

10 62 25

6 28 28

33 35+

The principal and senior staff explain teaching

methods to parents.

2

5

15 _{_}

55

22

4 20 38

36 41-

I know little about the teaching program at this

school.

3

14

15

52

16

3

35

20 47+

The principal and senior staff communicate openly

and frankly about teaching and learning with staff,

students and parents.

1

3

8

57

31

4

14 I

31

45 53+

The principal and senior staff are available to

discuss matters concerning teaching.

1

3 60 35

0

6

12

66 59-

It is hard to get the senior staff to discuss the

instructional program.

2

9

19

57

13

3

5

45

39 Student Progress Items

6-

Feedback on assignments is rarely given.

6

17

16

49

11

3

14

24

52 12-

Homework is not set and marked on a regular

basis.

8

23

34

27

8

23

37

26 18-

Evaluation methods are not explained to students.

5 14 42

32

7

5

10

51

30 24-

There are few opportunities taken to reward

learning in this school.

2 10 33

41

15 1 ' 5

,

36

43 30+

Teachers monitor achievement to keep track of

student's progress.

5

24

17

38

16

5

23

25

38 36+

Teachers use many different methods (including

samples of students' work and tests) to assess

learning.

4

17

26

44

9

4

16

32

43 42+

There is a system for assessing learning on a

regular basis.

_

fq

29

18

39

12

2

28

29

35 48+

Student achievement is systematically monitored

and assessed.

4

12

25

47

12

4

12

37

44 54+

Students are aware that their work will be

regularly checked.

0

7

9

69

15

0

6

18

66

(22)

Appendix H

Revised survey instrument used for statewide survey.

SCHOOL

PARENTS' PERCEPTIONS

of

SCHOOL EFFECTIVENESS

INSTRUCTIONS:

1. Think about each statement. Please circle a response on the

'SHOULD Apply

to This School'

scale. Then circle a response on the

'DOES Apply to This

School'

scale.

2. Indicate your views by circling:

S A

if you

strongly agree

with the statement;

A

if you

agree

with the statement;

if you

neither agree nor disagree

with the statement or

are not sure;

if you

disagree with the statement;

S D

if you

strongly disagree

with the statement.

For Example:

SHOULD

Apply to DOES Apply to

This School This School

SA 0 N D SD Students enjoy school. SA A N D

The circle on the left indicates that you agree that the statement should apply to this school.

The circle on the right indicates that you strongly disagree that is does apply to this school.

3. If you change your mind about where you want to place your circle, cross it

out and circle another.

4. Please check that you have responded to all statements.

(23)

SA - strongly agree

A - agree

N - neither agree nor disagree

D - disagree

SD - strongly disagree

SHOULD Apply

to This School

DOES Apply

SA A N D SD _{(1) The general goals of the school are clear.} SA A N D SD

SA A N D SD _{calls, regular notes or parent conferences in}(2) Teachers in this school use either phone addition to report cards to communicate children's progress.

SA A NDSD

SA A N D SD (3) Most teachers in this school hold students to _{high standards of performance in their work.} SA A NDSD

SA A N D SD (4) Staff and students view this school as a safe _{and secure place.} SA A NDSD

SA A N D SD (5) The principal and senior staff lead frequent _{discussions about instruction and achievement} with teachers, parents and students.

SA A N D SD

SA A N D SD (6) Teachers monitor achievement to keep _{track of student's progress.} SA A NDSD

SA A N D SD (7) The purpose of the school is not generally _understood. SA A N D SD

SA A N D SD (8) There is an active parent-school group in _{which many parents are involved.} SA A N D SD

SA A N D SD (9) Teachers try consistently to help students. SA A N D SD

SA A N D SD _{this school.}(10) There are well known codes of conduct for SA A N D SD

SA A N D SD (11) The principal and senior staff regularly _{bring teaching issues (such as curriculum topics,} improving teaching, etc) to parents for

discussion.

SA A N D SD

(24)

PARENT PERCEPTIONS

SA - strongly agree

A - agree

N - neither agree nor disagree

D - disagree

SD - strongly disagree

SHOULD Apply

to This School

DOES Apply

to This School

SA A N D SD (12) Teachers use many different methods _{(including samples of students' work and tests)} to assess learning.

SA A NDSD

SA A N D SD (13) Decisions made in this school reflect the _{general goals of the school.} SA A NDSD

SA A N D SD (14) There are many informal contacts between _{teachers and parents.} SA A NDSD

SA A N D SD (15) Students are expected to master subject _{matter at each grade level.} SA A NDSD

SA A N D SD (16) Generally, discipline is not a problem at _{this school.} SA A N D SD

SA A N D SD (17) The principal and senior staff explain _{teaching methods to parents.} SA A NDSD

SA A N D SD _{a regular basis.}(18) There is a system for assessing learning on SA A NDSD

SA A N D SD (19) The aims of the school are widely _understood. SA A N D SD

SA A N D SD _{from parents about the quality of the program.}(20) The school program encourages feedback SA A NDSD

SA A N D SD _{(21) Students are challenged to their capacity.} SA A N D SD

SA A N D SD (22) The school has a clearly stated set out _{behaviour rules.} SA A N D SD

SA A N D SD (23) I know little about the teaching program at _{this school.} SA A N D SD

(25)

SA - strongly agree

A - agree

N - neither agree nor disagree

D - disagree

SD - strongly disagree

SHOULD Apply

DOES Apply

to This School

SA A N D SD _(N)_{monitored and assessed.}Student achievement is systematically SA A N D SD

SA A N D SD (25)The school has developed a set of clearly _{stated objectives.} SA A NDSD

SA A N D SD (26) The school uses parents or community _{volunteers to assist learning.} SA A NDSD

SA A N D SD (27)Students who accomplish the most are the _{only ones praised.} SA A N D SD

SA A N D SD _{(28)This is an unruly school.} SA A N D SD

SA A N D SD (29) The principal and senior staff _{communicate openly and frankly about} teaching and learning with staff, students and parents.

SA A N D SD

SA A N D SD (30)Students are aware that their work will be _{regularly checked.} SA A N D SD

SA A N D SD (31)Parents, students and community members _{understand the key purposes of schooling.} SA A NDSD

SA A N D SD (32) All students are treated in ways which _{emphasise success and potential rather than} failures and shortcomings.

SA A NDSD

SA A N D SD (33)There is no sense of security and order at _{this school.} SA A N D SD

SA A N D SD (34)The principal and senior staff are available _{to discuss matters concerning teaching.} SA A N D SD

SAANDSD _{(35)Learning at this school is often disrupted.} S AANDSD

(26)

OPTIONAL INFORMATION

Are there any other comments you are prepared to make about your child's

education at THIS school?

• eg What are the good things?

• Where do you believe the school could improve?

• Are there any comments you are prepared to make about this research or

education in general?

(27)

LEES'VILLE PRIMARY SCHOOL

PARENTS' PERCEPTIONS

of

SCHOOL EFFECTIVENESS

INSTRUCTIONS:

1. Think about each statement. Please circle a response on the 'SHOULD Apply

to This School' scale. Then circle a response on the 'DOES Apply to This

School' scale.

2. Indicate your views by circling:

S A if you strongly agree with the statement;

A if you agree with the statement;

if you neither agree nor disagree with the statement or are not

sure;

if you disagree with the statement;

S D if you strongly disagree with the statement.

For Example:

SHOULD Apply to

DOES Apply to

This School

SA A N D SD Students enjoy school. SA A N D SD

The circle on the left indicates that you agree that the statement should apply to this school.

The circle on the right indicates that you strongly disagree that is does apply to this school.

3. If you change your mind about where you want to place your circle, cross it

out and circle another.

4. Please check that you have responded to all statements.

5. Please seal this questionnaire in the envelope provided and return it to school

as soon as possible.

Please indicate the class(es) in which you have children at this school.

(28)

LEESVILLE HIGH SCHOOL

PARENTS' PERCEPTIONS

of

SCHOOL EFFECTIVENESS

INSTRUCTIONS:

1. Think about each statement. Please circle a response on the

'SHOULD Apply

to This School'

_{scale. Then circle a response on the}

'DOES Apply to This

School'

scale.

2. Indicate your views by circling:

S A

if you

strongly agree

_{with the statement;}

A

if you

agree

with the statement;

N

if you

neither agree nor disagree

_{with the statement or are not}

sure;

D

_{if you}

disagree

with the statement;

S D

if you

strongly disagree

with the statement.

For Example:

SHOULD

Apply to

DOES

Apply to

This School

SA A N D SD Students enjoy school. SA A N D SD

The circle on the left indicates that you agree that the statement should apply to this school.

The circle on the right indicates that you strongly disagree that is does apply to this school.

3. If you change your mind about where you want to place your circle, cross it

out and circle another.

4. Please check that you have responded to all statements.

5. Please seal this questionnaire in the envelope provided and return it to school

as soon as possible.

(29)

Dear Parent or Guardian,

As mentioned in last week's Newsletter the school is seeking your support in completing

a survey to find out what you believe the school should be doing and how well you

believe the school is meeting your expectations.

The survey form consists of 35 questions to be completed plus an additional space to

note good things and concerns about the school.

It will be appreciated if you can return the questionnaire to the school office in the

envelope provided by this Friday 20th November.

Yours sincerely,

Principal

(30)

Appendix K

Copy of Letter to Leesville High Parents: 2nd Trial

Dear Parents/Guardian,

I am seeking your support for a survey I am conducting to assess parent/guardians think

of Leesvill•fligh School. The information will be considered by the School Council to

aide policy development in 1993.

The information will also be used by researchers at the University of Tasmania, to assess

parents perceptions of public education across Tasmania.

Some parents will also receive a questionnaire from Leesville Primary School. I hope you

can find the time to fill out both forms as your responses provide invaluable information.

I would appreciate it if you would return the questionnaire to the School by Friday 20th

November

J.H. Ewington

(31)

LEESVILLE PRIMARY SCHOOL

School Characteristics

Type primary

No. of students 469

No. of full time equivalent teachers

24.5

Educational Needs 41.2 Index

Comparative Size large Location rural

No (70) Useable 124 Responses (65)

No making at least one optional comment.

58

Descriptive Comments positive negative

Category n % n %

Principal & Teachers Service (caring, comradeship, encouraging, respect, co-operative, students as individuals)

37 46 13 19

Curriculum Policies (choice, variety, life skills, basic numeracy and literacy)

18 22 11 14

Behaviour Management (safety, order, consistency, disruptive, fairness)

4 5 7 16

School Ethos (communication, atmosphere, students progress, parent contact, reports)

11 27 14 31

Total 81 100 • 45 100 External School Issues

Government Funding 2 Comments on Research

Other

(32)

5 4.5 -

4 3.5 -

NI 3

a

•

2 _.

5 n

2 1.5 -

1 -

0.5 -

0 • Preferred I

Actual

1+ 13+ 19+

Item No.

25+ 31+

LEESVILLE PRIMARY SCHOOL

[image:32.554.80.489.62.608.2]

Sense of Mission

Table 1

Sense of Mission

Item Statement

Preferred % Response

Actual % Response

Prefened Actual

No 1 2 3 4 5 I 2 3 4 5 mean SD mean SD 1

I+ The general goals of the school ar clear.

4 2 2 57 35 0 4 6 70 20 4.18 0.88 4.06 0.641

13+ Decisions made at this school reflect the general goals of the school.

1 1 8 55 35 0 0 19 69 12 4.22 0.71 3.92 0.56

19+ The aims of the school are widely understood.

1 l 8 55 35 0 7 18 59 16 4.22 0.71 3.84 0.78

25+ The school has a set of clearly stated objectives.

0 2 13 54 31 0 4 26 62 9 4.15 0.71 3.75 0.67

31+ Parents, students and community members understand the key purposes of schooling.

1 0 12 58 29 0 6 18 62 15 4.15 0.69 3.86 0.73

(33)

4.5 4 - 3.5

0 Preferred! 0 Actual I

ovel

14+ Item No.

20+ 26+ 8+

2+ M 3

2.5 a n 2

1.5

0.5

[image:33.554.79.491.55.621.2]

School Community Relationships

Table 2

School Community Relationships

Item Statement

Preferred % Response

Actual % Response

Preferred Actual

No 1 2 3 4 5 1 2 3 4 5 mean SD mean SD 2+ Teachers in this school use either

phone calls, regular notes or parent conferences in addition to report cards to communicate children's progress.

0 3 5 48 44 0 4 8 69 19 4.33 0.71 4.03 0.66

8+ There is an active parent-school group in which many parents are involved.

2 2 8 46 42 1 11 13 60 16 4.25 0.84 3.79 0.87

14+ There are many informal contacts between teachers and parents.

1 3 15 52 29 0 12 18 58 13 4.06 0.81 3.72 0.83

20+ The school program encourages feedback from parents about the quality of the program.

1 1 17 54 27 0 7 30 58 6 4.06 0.76 3.63 0.70

26+ The school uses parents or community volunteers to assist

4 4 8 46 38 0 2 7 65 27 4.11 0.98 4.17 0.61

_learning. 1

(34)

5 4.5 —

4 -

3.5 — M 3

2.5 — a

2 — 1.5 — 1 — 0.5 —

0

3+ 9+ 15+ 21+ 27-

Item No.

32+

• Preferred

o

Actual

LEES'VILLE PRIMARY SCHOOL

[image:34.554.78.487.84.683.2]

High Expectations

Table 3

High Expectations

Item

No Statement 1

2 3 4 5 1

. Actual % Response

2 3 4 5 mean Preferred

SD mean Actual

SD 3+ Most teachers in this school hold

students to high standards of performance in their work.

0 5 8 52 35 0 4 24 60 12 4.18 0.77 3.80 0.70

9+ Teachers try consistently to help students.

1 0 6 31 62 0 5 10 65 20 4.53 0.69 4.00 0.71

15+ Students are expected to master subject matter at each grade level.

0 9 19 50 22 1 10 32 54 3 3.86 0.86 3.49 0.75

21+ Students are challenged to capacity.

1 1 8 50 40 2 10 28 53 6 4.28 0.73 3.52 0.85

27- Students who accomplish the most are the only ones praised.

4 4 6 33 53 6 6 19 38 31 4.29 1.01 3.83 1.12

32+ All students are treated in ways which emphasise success and potential rather than failures and ishoricomings.

1 2 7 41 50 - 2

I

6 24 52 16 4.36 0.77

i

3.76 0.85

(35)

5 4.5 —

4 — 3.5 — M 3 —

e

2.5 —

a

n 2 —

1.5 —

1 —

0.5 —

0

4+ 10+ 16+ 22+ 28- 35-

Item No.

• Preferred

I

▪ Actual

[image:35.554.85.484.106.532.2]

Safe and Orderly Environment

Table 4

Safe and Orderly Environment

Item

No Statement 1

2 3 4 5 1

Actual % Response

SD mean Actual

SD 4+ Staff and students view this place

as a safe and secure place.

2 0 1 39 58 0 3 8 56 32 4.51 0.71 4.18 0.71

10+ There are well known codes of conduct for this school.

2 0 5 41 52 0 2 6 54 37 4.42 0.76 4.26 0.68

16+ Generally, discipline is not a problem at this school.

1 4 10 54 30 2 8 22 59 10 4.10 0.80 3.67 0.82

22+ The school has a clearly stated set of behaviour rules

1 3 5 39 52 1 4 10 48 37 4.39 0.79 4.16 0.83

28- This is an unruly school. 1 0 15 29 55 1 1 12 45 42 4.37 0.81 4.26 0.71 35- Learning at this school is often

disrupted.

2 2 18 36 42 1 3 17 50 30 4.14 0.91 4.04 0.82

(36)

5 - 4.5 —

4 — 3.5 — M 3

—

e

2.5 — a n 2

1.5 — 1 — 0.5 — 0

• Preferred; ()Actual i

5+ 11+ 17+

Item No.

29+ 34+

LEES'VILLE PRIMARY SCHOOL

[image:36.551.65.494.73.701.2]

Educational Leadership

Table 5

Educational Leadership

Item ' Statement % Response Preferred

Actual

% Response Preferred Actual No 1 2 3 4 5 1 2 3 4 5 mean , SD mean SD 5+ The principal and senior staff lead

frequent discussions about instruction and achievement with teachers, parents and students.

0 1 14 55 30 1 5 33 51 10 4.13 0.68 3.65 0.77

11+ The principal and senior staff regularly bring teaching issues

0 6 10 56 29 4 12 23 53 7 4.07 0.78 3.48 0.94

(such as curriculum topics, i mproving teaching, etc) to

parents for discussion. I

17+ The principal and senior staff explain teaching methods to parents.

0 2 10 52 35 2 17 24 51 6 4.21 0.70 3.40 0.92

29+ The principal and senior staff communicate openly and frankly about teaching and learning with staff, students and parents.

0 2 10 51 37 1 3 22 62 12 4.24 0.70 3.82 0.71

34+ The principal and senior staff are available to discuss matters concerning teaching.

1 0 4 49 47 0 0 5 62 33 4.40 0.66 4.28 0.55

(37)

30+

24+

18+

Item No.

6+ 12+

5 T

-4.5 4 3.5 — M 3

• 2 . 5

a

n

2

1.5 — 1 0.5

0

• Preferred j 0 Actual

Student Progress

Table 6 Student Progress

Item Statement

Prefenecl

% Response % Response Actual Preferred Actual

No 1 2 3 4 5 1 2 3 4 5 mean SD mean SD

6+ Teachers monitor achievement to keep track of students.

0 1 7 42 50 0 2 13 70 15 4.42 0.66 3.99 0.59

12+ Teachers use different methods 1 1 6 58 34 0 2 19 69 10 4.24 0.68 3.88 0.59 (including samples of students'

work and tests) to assess learning. 18+ There is a system for assessing

learning on a regular basis. •

0 2 12 56 30 0 7 37 50 6 4.14 0.70 3.54 0.71

24+ Student achievement is systematically monitored and assessed

0 3 13 53 31 1 5 26 62 6 4.12 0.74 3.67 0.69

30+ Students are aware that their work will be regularly checked.

0 2 9 53 36 0 2 13 71 14 4.23 0.69 3.98 0.58

(38)

Copy of Report for Leesville High School

LEESVILLE HIGH

School Characteristics

Type hi gh

No. of students 482

No. of full time equivalent teachers

32.13

Educational Needs 41.36 Index

Comparative Size small Location rural

No (%) Useable 140 Responses (68) No making at

least one optional comment.

63

Descriptive Comments positive negative

Category n % n %

Principal & Teachers Service (caring, comradeship, encouraging, respect, co-operative, students as individuals)

14 31 25 25

Curriculum Policies (choice, variety, life skills, basic numeracy and literacy)

16 21 20 20

Behaviour Management (safety, order, consistency, disruptive, fairness)

6 8 16 16

School Ethos (communication, atmosphere, students progress, parent contact, reports)

29 ( I

39 28 28

Total 75 100 99 99

External School Issues

Government Funding 8 2

Comments on Research Other

(39)

1 0 Preferred i

10 Actual

'

1+ 13+ 19+

Item No.

25+ 31+

5

4.5 4 -

3.5 -

M 3

a

2.5 n

2 -

1.5 -

1 -

0.5 -

0 LEESVILLE HIGH

Sense of Mission

Table 1

Sense of Mission

Item No

Statement

I Referred % Response 1 2 3 4 5 1

Actual % Response

SD mean Actual

SD 1+ The general goals of the school are

clear.

0 2 6 54 38 2 18 24 49 7 4.28 0.66 3.41 0.94

13+ Decisions made at this school reflect the general goals of the school

0 1 9 61 30 1 7 35 51 6 4.19 0.62 3.55 0.75

19+ The aims of the school are widely understood.

0 1 5 57 38 4 24 27 35 9 4.31 0.60 3.20 1.05

25+ The school has a set of clearly stated objectives.

0 0 10 63 27 1 17 35 42 41 4.18 0.58 3.30 0.85

31+

_purposes

Parents, students and community members understand the key

of schooling.

0 0 5 59 36 2 14 21 55 9 4.31 0.56 3.54 0.91

(40)

5 4.5 —

4 — 3 . 5 — M 3 --

e _2.5 a

2 1 . 5 —

14+ Item No.

2+ 8+ 20+ 26+

LEES'VILLE HIGH

School Community Relationships

Table 2

School Community Relationships

Item Statement % Response Preferred

Actual

% Response Preferred Actual

No 1 2 3 4 5 1 2 3 4 5 mean SD mean SD

2+ Teachers in this school use either phone calls, regular notes or parent conferences in addition to report cards to communicate children's progress.

2 3 2 45 48 7 25 13 49 6 4.35 0.81 3.21 1.11

8+ There is an active parent-school group in which many parents are involved.

1 1 9 57 32 1 12 22 58 6 4.19 0.69 3.56 0.84

14+ There are many informal contacts between teachers and parents.

0 3 16 56 25 8 37 28 24 3 4.02 0.73 2.77 1.00

20+ The school program encourages feedback from parents about the quality of the program.

0 1 12 60 27 7 34 29 31 0 4.13 0.64 2.83 0.95

26+ The school uses parents or community volunteers to assist learning.

3 7 16 53 21 4 24 48 21 2 3.82 0.94 2.93 0.85

(41)

4.5 4 -- 3.5 — M 3

• 2.5 — a

• 2 —

• Preferred l

• Actual

3+ 9+ 15+ 21+ 27- 32+ Item No.

High Expectations

Table 3

High Expectations

Item

No Statement 1

2 3 4 5 1.

Actual % Response

SD mean Actual I

SD 3+ Most teachers in this school hold

students to high standards of performance in their work.

0 2 8 39 51 4 24 17 50 5 4.38 0.74 3.28 1.02

9+ Teachers try consistently to help

students. 0 1 3 41 55 1 20 21 48 9 4.50 0.60 3.44 0.97 15+ Students are expected to master

subject matter at each grade level.

0 2 16 52 31 2 12 22 57 7 4.12 0.72 3.54 0.88

21+ Students are challenged to

capacity. 0 2 6 47 45 10 16 28 38 8 4.35 0.70 3.17 1.11 27- Students who accomplish the

most are the only ones praised.

5 5 13 40 37 12 25 30 28 4 4.01 1.06 2.88 1.09

32+

_shortcomings.

All students are treated in ways which emphasise success and potential rather than failures and

1 0 9 44 46 7 14 31 43 4 4.35 0.71 3.24 0.99

(42)

•Preferred!

El Actual I ;

4+ 10+ 16+ 22+ 28- Item No.

5 T

35-

LEESVILLE HIGH

Safe and Orderly Environment

Table 4

Safe and Orderly Environment

Item No

Statement

1

Referred % Response

2 3 4 5 1

Actual % Response

2 3 4 5

Preferred

mean SD mean Actual

SD 4+ Staff and students view this place

as a safe and secure place. 0 0 2 37 61 6 14 16 53 11 4.60 0.53 3.49 1.05 10+ There are well known codes of

conduct for this school.

0 0 4 43 53 6 10 15 54 15 4.49 0.58 3.61 1.05

16+ Generally, discipline is not a

problem at this school. 0 1 6 47 46 16 19 26 33 5 4.39 0.64

c

,

1

0‘

c,i

1.17

22+ The school has a clearly stated set of behaviour rules

0 1 3 43 53 4 .

7 17 53 18 4.48 0.61 3.74 0.99

28- This is an unruly school. 2 3 8 36 50 4 13 27 40 15 4.31 0.88 3.48 1.04. 1.11 35- Learning at this school is often

disrupted.

7 6 12 41 35 8 18 28 35 10 3.92 1.14 3.21

NB 1=SD, 2=D, N=3, 4=A and 5=SA for positive statements, reverse for negative statements

(43)

IN Preferredl Actual

5 4.5

4 t .3.5 -I-

M 3

2.5

a n 2

1.5

1

0.5 0

5+ 11+ 17+

Item No.

34+ 29+

Table 5

Educational Leadership

Item Statement % Response Preferred

Actual

% Response Preferred Actual

No 1 2 3 4 5 1 2 3 4 5 mean SD mean SD

5+ The principal and senior staff lead frequent discussions about instruction and achievement with teachers, parents and students.

0 0 7 51 42 4 25 29 37 5 4.35 0.61 3.14 0.99

11+ The principal and senior staff

regularly bring teaching issues 0 1 11 56 32 4 19 33 39 5 1.20 0.66 3.22 0.96 (such as curriculum topics,

improving teaching, etc) to

parents for discussion. _.

17+ The principal and senior staff explain teaching methods to parents.

0 3 7 57 31 9 33 23 30 6 4.16 0.71 2.91 1.10

29+ The principal and senior staff 2 0 10 63 25 4 19 27 43 6 4.10 0.70 3.29 0.99 communicate openly and frankly

about teaching and learning with staff, students and parents.

.

34+ The principal and senior staff are available to discuss matters concerning teaching.

0 1 2 51 46 0 4 11 70 15 4.43 0.57 3.97 0.64

(44)

6+ 12+ 18+ 24+

30+

4.5 4 -

3.5 — M 3 —

e 2.5 —

a

n 2 —

1.5 —

1

N Preferred! • 10 Actual

Item No.

LEESVILLE HIGH

[image:44.557.71.489.60.642.2]

Student Progress

Table 6

Student Progress

I j

A

Statement % Response Preferred 123 4 5

Actual % Response 123 4 5

Preferred

mean SD

Actual

mean SD 6+ Teachers monitor achievement to

keep track of students. 0 0 2 52 45 1 4 19 64 12 4.43 0.54 3.81 0.74 12+ Teachers use different methods

(including samples of students' work and tests) to assess learning.

0 0 11 57 32 0 5 27 62 6 4.22 0.62 3.68 0.66

18+ There is a system for assessing learning on a regular basis.

0 1 10 57 32 0 6 29 58 6 4.21 0.64 3.64 0.70

24+ Student achievement is systematically monitored and assessed

0 0 7 59 36 0 7 27 58 9 4.32 0.56 3.68 0.73

30+ Students are aware that their work will be regularly checked.

0 0 1 55 44 4 5 17 66 8 4.43 0.51 3.70 0.83

Parents' perceptions of school effectiveness : an investigation into parents' perceptions of the effectiveness of Tasmanian public schools

of Tasmanian public schools.

John H. Ewington B Ed, M Ed

Submitted in fulfilment of the requirements

for the degree of Doctor of Philosophy

University of Tasmania

June, 1996

TABLE OF CONTENTS

Appendix

A

Letter from DEA

1

Letter to SSPFA

2

Appendix

B

Extract from Leesville Primary School Council's Minutes

3

Appendix

C

Extract from Leesville High School Council's Minutes

3

Appendix

D

Questionnaire used for 1st Trial

4

Appendix

E

Scoring Sheets

11

Appendix

F

Extract from Leesville Primary School's Newsletter

13

Letter to Leesville Primary Parents 1st Trail

14

Letter to Leesville High parents 1st Trail

15

Appendix

G

Percentage Responses 1st Trail

16

Appendix

H

Revised Questionnaire used for Statewide Survey

19

Appendix

I

Modified Instructions Pages

24

Appendix

J

Letter from Principal of Leesville Primary School

26

Appendix

K

Letter to Leesville High Parents

27

Appendix

L

Reports for Melville Swamp Schools

28

Appendix

M

Letter to Principals of Selected Schools

42

Appendix

N

Letter to Parents

43

Appendix

0

Letter to Principals of Selected Schools Explaining Data

44

Appendix

PA

Report of Primary School A

46

Appendix

PB