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Teachers' perceptions of school climate in value-added schools
Author
Lee, Wai Fong
Supervisor
Wong, Angela F. L.
Chen, Ai Yen
Abstract
This study seeks to find out teachers' perceptions of their school climate in two value-added schools, what they like or dislike about their school environment and the factors which shaped their perceptions. As a way of comparison, one other school which has never been on the value-added list is also included in the study. Since 1993, the Straits Times had published the ranking list of secondary schools based on the General Certificate in Education (GCE 'O' level) examination results. Schools with GCE 'O' level results which are better than the norm expected of schools with a similar quality of the Primary School Leaving Examination (PSLE) intake are classified as value-added. The two schools selected for this study have been on the value-added list consecutively for four years, 1993 to 1996.
A modified version of the School Level Environment Questionnaire (SLEQ) developed by Fisher and Fraser (1990) was administered to all the teachers in the three schools. The SLEQ used has nine scales, with 63 items arranged in cyclic order. They are Student Support, Affiliation, Professional Interest, Achievement Orientation, Staff Freedom, Participatory Decision Making, Innovation, Resource Adequacy and Work Pressure. The questionnaire was used to provide indications of the norms of the school climate in these schools and to elicit the purposive sample for the in-depth interviews. The highest mean score went to Achievement Orientation for all the three schools which was not surprising as in Singapore, the effectiveness of a school is measured by the academic performance of their students. The findings also showed that Work Pressure was perceived to be high particularly for one of the value-added schools. A representative sample of teachers with high, median and low mean scores for Work Pressure were identified for the in-depth interviews which focuses on three aspects of the school:
a) School Goals and Mission
b) Interpersonal Relationship
c) Ability to Cope with Change, Work Pressure and Stress
Interviews were also conducted with the principals and students of the three schools. The mini case studies developed thus provided the basis for comparison.
Findings showed that generally, teachers in the value-added schools felt that the source of their work pressure came from the heavy workload and their self-expectations to maintain their school's value-added position. The findings also indicated that the perceived working environment of teachers is largely related to their perception of the principal's expectations of them and the support and assistance given to enable them to carry out their responsibilities.
Other factors like the levels and subjects taught and external factors like the many new government initiatives appeared to be also significant in shaping the teachers' perceptions of the school environment, particularly the perceived level of work pressure. There was also the concern that there was an overriding emphasis on academic attainment in one of the value-added schools, and this had also led teachers to feel a higher level of work pressure. However, most of the teachers in both the value-added and non value-added schools felt that they were able to cope with the pressure because of the collegial relationship with their colleagues and clear directions set by their principals as well as the good discipline of students.
Another area worthy of notice is that teachers in the three schools, particularly in the non value-added school appeared not to hold positive views about their ability to produce academic learning among Normal Course students.
In Singapore where there is great commitment to shape the future of the nation by moulding the young through education, great responsibility rests on the teachers to translate education policies into practical terms to meet the learning needs of students. Prior to taking steps to improve the school environment, some information and practitioners because teachers' perceptions would provide important insights into the quality of school life and improving student performance.
A modified version of the School Level Environment Questionnaire (SLEQ) developed by Fisher and Fraser (1990) was administered to all the teachers in the three schools. The SLEQ used has nine scales, with 63 items arranged in cyclic order. They are Student Support, Affiliation, Professional Interest, Achievement Orientation, Staff Freedom, Participatory Decision Making, Innovation, Resource Adequacy and Work Pressure. The questionnaire was used to provide indications of the norms of the school climate in these schools and to elicit the purposive sample for the in-depth interviews. The highest mean score went to Achievement Orientation for all the three schools which was not surprising as in Singapore, the effectiveness of a school is measured by the academic performance of their students. The findings also showed that Work Pressure was perceived to be high particularly for one of the value-added schools. A representative sample of teachers with high, median and low mean scores for Work Pressure were identified for the in-depth interviews which focuses on three aspects of the school:
a) School Goals and Mission
b) Interpersonal Relationship
c) Ability to Cope with Change, Work Pressure and Stress
Interviews were also conducted with the principals and students of the three schools. The mini case studies developed thus provided the basis for comparison.
Findings showed that generally, teachers in the value-added schools felt that the source of their work pressure came from the heavy workload and their self-expectations to maintain their school's value-added position. The findings also indicated that the perceived working environment of teachers is largely related to their perception of the principal's expectations of them and the support and assistance given to enable them to carry out their responsibilities.
Other factors like the levels and subjects taught and external factors like the many new government initiatives appeared to be also significant in shaping the teachers' perceptions of the school environment, particularly the perceived level of work pressure. There was also the concern that there was an overriding emphasis on academic attainment in one of the value-added schools, and this had also led teachers to feel a higher level of work pressure. However, most of the teachers in both the value-added and non value-added schools felt that they were able to cope with the pressure because of the collegial relationship with their colleagues and clear directions set by their principals as well as the good discipline of students.
Another area worthy of notice is that teachers in the three schools, particularly in the non value-added school appeared not to hold positive views about their ability to produce academic learning among Normal Course students.
In Singapore where there is great commitment to shape the future of the nation by moulding the young through education, great responsibility rests on the teachers to translate education policies into practical terms to meet the learning needs of students. Prior to taking steps to improve the school environment, some information and practitioners because teachers' perceptions would provide important insights into the quality of school life and improving student performance.
Date Issued
1998
Call Number
LC210.8.S55 Lee
Date Submitted
1998