SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT IN THE FREE STATE PROVINCE

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CHAPTER 2 CONCEPTUALISING SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT: A LITERATURE REVIEW

INTRODUCTION AND BACKGROUND

While the main focus of the study is clearly on school effectiveness per se, this phenomenon is inseparably interrelated with school improvement and cannot be studied in isolation. According to Macbeath and Mortimore (2001), the preoccupation with school effectiveness came into being as a result of inequality in society, which sparked a move towards education for all. In fulfilling this goal, schools are hard pressed continually to revise and improve their performance. Schools that succeed in this quest gain in confidence, are self-critical, and understand how people learn. This inevitably leads to the general conclusion that the goals and intentions of school effectiveness and school improvement are inseparable and should be studied accordingly.
This chapter consequently presents a critical review of the literature on school effectiveness and school improvement. It gives a brief overview of literature that focuses on the concepts school effectiveness and school improvement in general context, determines and describes the characteristics of effective secondary schools and identifies factors that may contribute to the effectiveness and improvement of secondary schools.
The question of what school effectiveness is and how the construct is defined is firstly addressed before some of the factors contributing to school effectiveness, the characteristics of effective schools, some exemplary models of school effectiveness and methods used to evaluate school effectiveness are discussed.
For the reasons cited, the concept of school improvement will then be conceptualized and defined while the relationship between change and school improvement will be analysed. The approaches to school improvement will then be contextualised followed by a discussion on the way school improvement could be assessed or evaluated. In conclusion, the relationship between school effectiveness and school improvement is addressed.
The South African Schools Act, no. 84 of 1996 (SASA) was a starting point by the National Department of Education of South Africa to articulate a new management and governance framework for schools. As such, the Act (1996: par1/chapter 1) signalled the transformation of the school-management system as stated in the following extract from the Preamble: whereas it is necessary to set uniform norms and standards for the education of learners at school and the organisation of governance and funding of schools throughout the Republic of South Africa …
This statement signals the beginning of an intention by government to raise the standard of education of all learners in public schools. It follows that this vision as articulated in the SA Schools Act will not be achieved unless schools as centres of educational provision are effective and deliver according to the expectations of South African society. In terms of the Act, the management of the school is vested in the principal of the school, while the governing body of the school is charged with the governance of the institution.While SASA is clear on the role of the SGB and the principal, it follows that both parties have to collaborate to ensure that the school functions effectively. Indeed, since the inception of SASA, there have been moves to organise workshops and train both principals and governing bodies with a view to ensuring effectiveness in schools. However, ten years after the promulgation of the SA Schools Act, some schools are still ineffective (Christie, Butler & Potterton, 2007). This begs the question what school effectiveness is and how it can be measured a question that will be explored in the following section.

THE CONCEPT OF SCHOOL EFFECTIVENESS

Introduction

This section will define school effectiveness, discuss the factors contributing to school effectiveness, highlight the characteristics of effective schools, and discuss the effective management of the school. The section will further give an exposition of exemplary models of school effectiveness, and conclude with a brief discussion of how school effectiveness is evaluated or assessed.

Defining school effectiveness

When an organisation accomplishes its specific objective, it is said to be effective (Beare, Caldwell & Millikan, 1989:11). As this clearly holds true for schools as well, it is necessary to distinguish between school effectiveness and school efficiency. School efficiency refers to accomplishing an end without a waste of effort or resources (Beare et al., 1989:11). School efficiency is a distinct characteristic of an effective school. By contrast, the much broader concept school effectiveness could mean different things to different people in different contexts – indeed, there has been global and international debate around the meaning of the concept (Mortimore, 2000). The concept is mostly associated with learner attainment, but it could also be associated with how well the school functions. Davies (in Ainscow, 1999:97), had the following to say about school effectiveness:
the myth [is] that everyone from the government downwards would like school effectiveness, but there are just too many materials or attitudinal constraints on the implementation. In fact, government do not want effective schools in the academic or vocational sense. The last thing a fragile state wants is too many articulate, well qualified students.

Acknowledgement
Declaration of Originality
Dedication
Summary /Opsomming
List of tables and figures
List of abbreviations
List of annexure
CHAPTER 1: INTRODUCTION AND ORIENTATION TO THE STUDY
1.1 INTRODUCTION TO THE STUDY
1.2 BACKGROUND TO THE STUDY
1.2.1 Historical context
1.2.2 Literature context
1.3 MOTIVATION FOR THE STUDY
1.4 STATEMENT OF THE PROBLEM
1.5 AIMS OF THE STUDY
1.6 RESEARCH METHODODOLOGY
1.6.1 Research approach
1.6.2 Population and sampling
1.6.2.1 population
1.6.2.2 Sampling
1.5.3 Instrumentation and data collection technique
1.6.3.1 Research instruments
1.6.3.2 Data collection techniques
1.6.4 Data analysis and interpretation
1.6.4.1 Analysis of data
1.6.4.2 Presentation of data
1.6.4.3 Data triangulation
1.7 TRUSTWORTHINESS, RELIABILITY AND VALIDITY OF RESEARCH
1.7.1 Reliability
1.7.2 Validity
1.7.3 Trustworthiness
1.8 PLANNING OF RESEARCH
1.9 DEFINITION OF CONCEPTS
1.10 CONCLUSION
CHAPTER 2 CONCEPTUALISING SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT: A LITERATURE REVIEW
2.1 INTRODUCTION AND BACKGROUND
2.2 THE CONCEPT `SCHOOL EFFECTIVENESS
2.2.1 Introduction
2.2.2 Defining school effectiveness
2.2.3 Factors contributing to school effectiveness
2.2.3.1 Introduction
2.2.3.2 Management and leadership
2.2.3.3 Motivation
2.2.3.4 Delegation and decision making
2.2.3.5 Conflict management and effective communication
2.2.3.6 Self-management and employee wellness
2.2.3.7 Conclusion
2.2.4 The characteristics of effective schools
2.2.4.1 introduction
2.2.4.2 Identifying an effective school
2.2.4.3 Synopsis and discussion
2.2.4.4 conclusion
2.2.5 Exemplary models of school effectiveness
2.2.5.1 introduction
2.2.5.2 Received model
2.2.5.3 Heretic model
2.2.5.4 Contextual model
2.2.5.5 conclusion
2.2.6 The evaluation or assessment of school effectiveness
2.2.7 Conclusion
2.3 THE CONCEPT SCHOOL IMPROVEMENT
2.3.1 Introduction
2.3.2 Defining school improvement
2.3.3 School improvement and change
2.3.4 Some approaches to school improvement and change
2.3.5 Strategies of school improvement
2.3.6 Evaluation or assessment of school improvement
2.4 CONCLUSION
CHAPTER 3 SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT IN THE SOUTH AFRICAN CONTEXT: A LEGISLATIVE PERSPECTIVE
3.1 INTRODUCTION AND BACKGROUND
3.2 SCHOOL EFFECTIVENESS IN THE SOUTH AFRICAN CONTEXT
3.3 SCHOOL IMPROVEMENT IN THE SOUTH AFRICAN CONTEXT
3.4 LEGISLATIVE FRAMEWORK ON SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT IN SOUTH AFRICA
3.4.1 Introduction
3.4.2 School governance and management in relation to school effectiveness and improvement
3.4.3 Role and duties of the principal in relation to school effectiveness and improvement
3.4.4 Evaluation of teachers in relation to school effectiveness and improvement
3.4.4.1 Whole-School Evaluation (WSE)
3.4.4.2 The Developmental Appraisal System (DAS)
3.4.4.3 Performance Management (PM)
3.4.5 School effectiveness and school improvement within Curriculum 2005 and beyond
3.4.6 Conclusion
3.5 SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT IN THE FREE STATE PROVINCE
3.6 CONCLUSION
CHAPTER 4 RESEARCH METHODOLOGY
4.1 INTRODUCTION
4.2 RESEARCH APPROACH OF THE STUDY
4.2.1 Relevance of a qualitative approach for the study
4.2.2 Case study method
4.2.3 The epistemological view
4.3 POPULATION AND SAMPLING
4.3.1 Population
4.3.2 Sampling
4.4 INSTRUMENTATION
4.5 DATA COLLECTION TECHNIQUES
4.5.1 Semi-structured Interviews
4.5.2 Focus-group interviews
4.5.3 Documentary analysis
4.6 PROCESS OF COLLECTING EMPERICAL DATA
4.7 DATA ANALYSIS
4.7.1 Qualitative data analysis
4.7.2 Presentation of data
4.7.3 Data triangulation
4.8 OBJECTIVITY, RELIABILITY, VALIDITY AND TRUSTWORTHINESS
4.8.1 Objectivity
4.8.2 Reliability
4.8.3 Validity
4.8.4 Trustworthiness
4.8.5 Ethical issues
4.8.5.1 Dealing with dilemma
4.8.5.2 The role of the researcher
4.9 CONCLUSION
CHAPTER 5 PRESENTATION, ANALYSIS AND INTERPRETATION OF THE RESEARCH RESULTS
5.1 INTRODUCTION
5.2 PRESENTATION, ANALYSIS AND INTERPRETATION OF THE DATA COLLECTED FROM INTERVIEWS
5.2.1 Personal interviews with Principals
5.2.2 Focus Group interviews with SMT Members
5.2.3 Focus Group interviews with Teachers
5.2.4 Focus Group interviews with SGB members
5.2.5 Personal interviews with Learning Facilitators
5.2.6 Personal interviews with School Management and Governance Developers
5.3 PRESENTATION, ANALYSIS AND INTERPRETATION OF THE COLLECTED DATA FROM DOCUMENTARY ANALYSIS
5.3.1 Results of documentary analysis
5.3.2 Comparison of data from documentary analysis
5.3.3 Analytic tables
5.4 CONCLUSION
CHAPTER 6 SUMMARY, LIMITATIONS, FINDINGS, RECOMMENDATIONS AND CONCLUSIONS OF THE STUDY
6.1 INTRODUCTION
6.2 SUMMARY OF THE STUDY
6.3 LIMITATIONS OF THE STUDY
6.4 FINDINGS OF THE STUDY BASED ON THE FOUR RESEARCH QUESTIONS
6.4.1 Introduction
6.4.2 Findings with regard to research question 1: What are the characteristics of effective schools?
6.4.2.1 Defining an effective school
6.4.2.2 Characterizing an effective school
6.4.3 Findings with regard to research question 2: What does secondary school effectiveness in general entails?
6.4.3.1 Theme 1: Management, leadership and administration
6.4.3.2 Theme 2: The curriculum
6.4.3.3 Theme 3: School governance
6.4.4 Findings with regard to research question 3: Which factors contribute to the effectiveness of secondary schools?
6.4.4.1 Theme 1:Management, leadership and administration
6.4.4.2 Theme 2: The curriculum
6.4.4.3 Theme 3: School governance
6.4.4.4 Theme 4: Support Structures
6.4.5 Findings with regard to Research Question 4: what entails school effectiveness and school improvement from a legislative perspective in the South African context?
6.4.6 Findings with regard to research question 5: how can Free State (FS) secondary schools be assisted to become more effective?
6.5 INTRODUCING AN INDEX OF SCHOOL EFFECTIVENESS AND IMROVEMENT (ISE&I) THAT CAN ASSIST IN IMPROVING SECONDARY SCHOOL EFFECTIVENESS IN FREE STATE SCHOOLS
6.5.1 Introduction
6.5.2 Context of using the index of school effectiveness and improvement
6.5.3 Key concepts in using the index of school effectiveness and improvement
6.5.4 Theoretical framework of the index of school effectiveness and improvement
6.5.5 Themes of the index of school effectiveness and improvement
6.5.6 Implementation of the index of school effectiveness and improvement in the Free State secondary schools
6.5.6.1 The principles underpinning the Index of School Effectiveness and Improvement
6.5.6.2 Five stages in the Index of School Effectiveness and Improvement
6.5.6.3 Time frame for the implementation of the Index of School Effectiveness and Improvement
6.5.6.4 Contribution that the index could make in the improvement of school effectiveness in the Free State
6.5.6.5 Review indicators of the Index of School Effectiveness and Improvement
6.5.6.6 Index of School Effectiveness and Improvement review indicators and questions
6.5.7 Conclusion
6.6 RECOMMENDATIONS FROM THE STUDY BASED ON THE FIVE RESEARCH QUESTIONS
6.6.1 Introduction
6.6.2 Recommendations with regard to research question 1: What are the characteristics of effective schools?
6.6.3 Recommendations with regard to research question 2: What does secondary school effectiveness in the context of the Free State entail?
6.6.4 Recommendations with regard to research question 3: Which factors contribute to the effectiveness of secondary schools?
6.6.5 Recommendations with regard to research question 4: What entails school effectiveness and school improvement from a legislative perspective in the South African context?
Recommendations with regard to research question 5: How can secondary schools in the Free State be assisted to become more effective?
6.6.6 Conclusion
6.7 RECOMMENDATIONS FOR FUTURE RESEARCH
6.8 CONCLUSION TO THE STUDY