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The impact of school culture on student aspirations
Author
Song, Peggy
Supervisor
Sharpe, Leslie
Abstract
"The assessment of quality is thus complex and value laden. There is no simple uni-dimensional measure of quality. In the same way as the definition of what constitutes high quality in education is multi-dimensional, so there is no simple prescription of the ingredients necessary to achieve high quality education; many factors interact - students and their backgrounds ; stafff and their skills; schools and their structure and ethos; curricular; and expectations"
OECD, 1989
(Cited in Sammons, 1999, page 155)
Student aspiration is a widely researched area in the social sciences and in education. It involves research into the psychological processes involved in student goal setting and student motivation, as well as the kinds of social conditions most conducive for the development of student aspirations. Student aspirations is defined as an individual's ability to identify and set goals for the future, while being inspired to reach those goals by working hard today (Quaglia & Perry, 1995).
School effectiveness research consistently demonstrate that schools can make a difference to their students' educational outcomes, and that difference can be substantial (Sammons, 1999). In this study, student aspiration has been conceptualized as a psychological bridge between organization and cultural conditions and school outcomes. The way students perceive the different aspects of schooling is an important area of research, in that positive perceptions - for example, a perception that teachers are supportive - are thought to influence students' actions, including their aspirations, and result in improved school outcomes.
The primary aim of this research is to examine, compare and contrast students and teachers' perceptions of the different aspects of school culture conditions, identified in the research done by the National Centre for Student Aspirations (a leader in the field of student aspirations in New England of the United States of America). This study also aim to identify the school cultural conditions that may promote student aspirations, bearing in mind that the target of schooling is to promote educational excellence.
The research was carried out in a primary school in Woodlands. The research was focused on the entire Primary Six-student population and all the upper primary level teachers. The main findings have shown that the perceptions of school culture conditions by students and teachers were positive. When comparing the perceptions of school culture conditions between the Primary Six boys and girls, no significant statistical difference was noted. However, significant statistical differences were found in the perceptions of school culture conditions among the EM1, EM2 and EM3 students. Significant statistical differences in the perceptions of certain school culture conditions between teachers and students were also note. Lastly, there was a high level of unanimity in the perception of school culture conditions among the teachers and this was attributed to the teachers' cohesiveness and collegiality.
Factor analysis was carried out in the research and the factors that emerged from the test were Teachers, Teachers Care, Confidence, and Hope for the Future ; the Cronbach Alpha reliability coefficient was recorded at 0.7883. Correlational tests revealed a moderately strong relationship between Total School Culture and Hope for the Future; the correlation coefficient was 0.404 (significant at the 0.01 level). Detailed correlational testing of new factors revealed a relationship between Self-Confidence and Hope for the Future for all the Streams; the strongest correlation was among the EM3 students. Detailed correlational testing also revealed a correlational relationship between Teachers and Hope for the Future among the EM3 Stream students only.
Finally, the study has shown that there is a relationship between school culture conditions and student aspirations. Schools should take on the challenge to foster environments that encourage diversity, excellence, and risk-taking among their students. Students should also take up the responsibility and be held accountable for their present and future situations. They, too, have to learn to speak out and work with educators to create an environment that promotes empowerment, a sense of belonging, and sensible risk-taking opportunities (Quaglia and Cobb, 1996). Therefore, it is concluded that school culture in this Singapore primary school has impacted positively on student aspirations.
OECD, 1989
(Cited in Sammons, 1999, page 155)
Student aspiration is a widely researched area in the social sciences and in education. It involves research into the psychological processes involved in student goal setting and student motivation, as well as the kinds of social conditions most conducive for the development of student aspirations. Student aspirations is defined as an individual's ability to identify and set goals for the future, while being inspired to reach those goals by working hard today (Quaglia & Perry, 1995).
School effectiveness research consistently demonstrate that schools can make a difference to their students' educational outcomes, and that difference can be substantial (Sammons, 1999). In this study, student aspiration has been conceptualized as a psychological bridge between organization and cultural conditions and school outcomes. The way students perceive the different aspects of schooling is an important area of research, in that positive perceptions - for example, a perception that teachers are supportive - are thought to influence students' actions, including their aspirations, and result in improved school outcomes.
The primary aim of this research is to examine, compare and contrast students and teachers' perceptions of the different aspects of school culture conditions, identified in the research done by the National Centre for Student Aspirations (a leader in the field of student aspirations in New England of the United States of America). This study also aim to identify the school cultural conditions that may promote student aspirations, bearing in mind that the target of schooling is to promote educational excellence.
The research was carried out in a primary school in Woodlands. The research was focused on the entire Primary Six-student population and all the upper primary level teachers. The main findings have shown that the perceptions of school culture conditions by students and teachers were positive. When comparing the perceptions of school culture conditions between the Primary Six boys and girls, no significant statistical difference was noted. However, significant statistical differences were found in the perceptions of school culture conditions among the EM1, EM2 and EM3 students. Significant statistical differences in the perceptions of certain school culture conditions between teachers and students were also note. Lastly, there was a high level of unanimity in the perception of school culture conditions among the teachers and this was attributed to the teachers' cohesiveness and collegiality.
Factor analysis was carried out in the research and the factors that emerged from the test were Teachers, Teachers Care, Confidence, and Hope for the Future ; the Cronbach Alpha reliability coefficient was recorded at 0.7883. Correlational tests revealed a moderately strong relationship between Total School Culture and Hope for the Future; the correlation coefficient was 0.404 (significant at the 0.01 level). Detailed correlational testing of new factors revealed a relationship between Self-Confidence and Hope for the Future for all the Streams; the strongest correlation was among the EM3 students. Detailed correlational testing also revealed a correlational relationship between Teachers and Hope for the Future among the EM3 Stream students only.
Finally, the study has shown that there is a relationship between school culture conditions and student aspirations. Schools should take on the challenge to foster environments that encourage diversity, excellence, and risk-taking among their students. Students should also take up the responsibility and be held accountable for their present and future situations. They, too, have to learn to speak out and work with educators to create an environment that promotes empowerment, a sense of belonging, and sensible risk-taking opportunities (Quaglia and Cobb, 1996). Therefore, it is concluded that school culture in this Singapore primary school has impacted positively on student aspirations.
Date Issued
2002
Call Number
LC210.8.S55 Son
Date Submitted
2002