ITEM METADATA RECORD
Title: Schoolmanagement en kwaliteitsverbetering van het onderwijs: Een empirisch onderzoek in secundaire scholen
Authors: Verhoeven, Jef
Vandenberghe, Roland
Van Damme, Jan
Issue Date: 1992
Publisher: K.U.Leuven, Departementen Pedagogische Wetenschappen en Sociologie.
Abstract: Using data colected in 23 general and vocational (and technical) secondary schools in 1990 and 1991 we want to make an analysis of the school manage¬ment as described by heads and teachers and the effectiveness of schooling. Herewith with put this project in cells 5, 6, 7, 8, 9, 10, 11 and 12 of the matrix, although all cells are not equally well represented in our data. The data are analyzed on the school and form level as well as on the individual level by using multi¬level analysis (Proc Mixed of SAS) and variance analysis.

In 23 schools heads and teachers (N= 1,057) were interviewed about seven characteristics of school policy: 1) staff management (two sub-scales); 2) participation of teachers in decision-making (three sub-scales); 3) collaboration among teachers (two sub-scales); 4) in-service training (three sub-scales); 5) promotion of school image (two sub-scales); 6) pedagogic climate (six sub-scales); and 7) opinion of the teachers and heads about the efficiency of school policy (four sub-scales).

In addition to these characteristics of school policy some school characteristics (context) were collected, e.g. the network, the tracks of education offered by the school, the grades, the number of pupils, sexe ratio of teachers, sexe ratio of pupils, diploma of teachers, age of teachers, proportion of teachers of age-categories at school, experience of teachers, proportion of teachers in tenured positi¬on, age and experien¬ce of head, etc.

In order to assess the effectiveness of schooling, pupils of the first form (N = 1,454) were measured in the beginning and at the end of the school year, first for Dutch and Maths achievement, and second for well-being. We did the same as far as well-being of pupils is concerned in the sixth form (N = 1,116). Test results for Dutch and Mathematics in the first form were measured with different tests in the beginning and at the end of the school year. The reason for this approach was that the aims of the top form of elemen¬tary school are different from the aims of secondary school. Consequently we were obliged to standardize the test results in order to study the development of the position of the pupils and schools in the global distributions of the results in the beginning and at the end of the school year. To measure the well-being of pupils, a scale with 70 items was used, composed of seven sub-scales.

In order to control for intake in the schools pupils took an IQ test and were questioned about their socio-economic background.

These data allow to analyse pupils on school, class and individual level and to take account of the input and the output. The data of teachers and heads allow an analysis on school and individual level. The school policy characteristics as experienced by teachers and head are linked to a moment of observation. Consequently they should rather be considered to be the input of educational resour¬ces.

In this project we have two purposes: first, to describe the diffe¬rences and similarities between general education and technical and vocational education as far as school policy and effective-ness of schooling is concerned; and second, to focus on the relationship between collaboration of teachers and the effectiveness of schooling in vocational and technical schools. The analysis will be done on the individual level, the class level, and the school level (multi level analysis).



De Studiegroep voor Onderwijsbeleid en begeleiding heeft de voorbije jaren (vanaf 1987) aan deze problematiek reeds veel aandacht besteed. Dit gebeurde in opdracht van het Fonds voor Collectief Fundamenteel Onderzoek op Ministerieel Initiatief (Gemeenschapsminister van Onderwijs). In deze onderzoekingen stond de vraag centraal hoe lokaal onderwijsbeleid in het secundair onderwijs functioneert en welke structurele en culturele factoren dit lokaal beleid bepalen. Hier werd op de eerste plaats onderzocht welke bewegingsvrijheid aan het lokaal onderwijs werd gegeven door het nationale beleid. Vervolgens werd bestudeerd op welke domeinen (beleidsinhoud) en hoe (besluitvorming) dit lokaal onderwijsbeleid wordt gevoerd. De aandacht ging daarbij vooral uit naar de aanwending van het urenpakket, het personeelsbeleid, de oriëntatie en evaluatie van leerlingen, de recrutering van de leerlingen en het financieeleconomisch beleid (Devos, Vandenberghe en Verhoeven, 1987 en 1989).

De onderzoeksvragen van dit project sluiten aan bij vorig onderzoek. Nu wordt vooral onderzocht hoe en onder invloed van welke factoren management in secundaire scholen bijdraagt tot kwaliteitsbehoud en/of kwaliteitsverbetering van het verstrekte onderwijs. Deze vraag kan ook op een andere wijze worden geformuleerd: is er een relatie tussen de opvattingen van de directie en de leerkrachten over het onderwijsmanagement in de secundaire school en de ontwikkeling van de studieresultaten en het welbevinden van de leerlingen in de school?
ISBN: 90 441 1301 1
Publication status: published
KU Leuven publication type: IR
Appears in Collections:Centre for Sociological Research
Education and Training

Files in This Item:
File Description Status SizeFormat
Schoolmanagement.pdf Published 3587KbAdobe PDFView/Open

 


All items in Lirias are protected by copyright, with all rights reserved.