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Measuring Effectiveness of Schools in India: A Multiple Stakeholder Framework

TL;DR: In this article, the authors used input variables in a multiple stakeholder perspective to develop a model of effectiveness for evaluating a not-for-profit educational organization, where the critical stakeholders in the school appear to be the principal, teachers and the students.
Abstract: Multiple stakeholder perspective has emerged as one of the most acceptable ways to measure organizational effectiveness. This paper uses input variables in a multiple stakeholder perspective to develop a model of effectiveness for evaluating a not-for-profit educational organization. The critical stakeholders in the school appear to be the principal, teachers and the students as they affect the effectiveness of the school directly and indirectly through influencing other stakeholders. Schools are uniquely moral organizations (Greenfield, 1995). They have a strong moral grounding that may not necessarily exist in corporates. They work as loosely coupled systems (Orton & Weick, 2000; Weick, 1976) as a result of which, their management becomes different from corporate organizations. For instance, while consumers as customers may be powerful stakeholders in corporate organizations, students as customers in educational organizations may not have much say in the product (the curriculum). Additionally, while service to customers in corporates is generally driven by profit motive, service in schools is primarily driven by the service and welfare motive (Newman & Wallender, 1978). Gamoran and Dreeben (1986) contest that not every school system is loosely coupled. There may be schools that are run like bureaucracies and even within loosely coupled schools, coordination between various subsystems would exist through various factors like professional norms, common socialization, flow of resources etc. While elementary schools conform more to the image of the rational bureaucracy, secondary schools fit the image of anarchy or loosely coupled systems (Herriott & Firestone, 1984). Due to their functioning as loosely coupled systems, we feel that it is important to study how the different subsystems come together to contribute to effective functioning of a school. For the purpose of this paper, instead of using the normal output approach (Cunningham, 1977), we have taken the input approach to study effectiveness. We present a model of effectiveness to demonstrate how the different subsystems need to work together to contribute to a school's success. Multiple Measures of School Effectiveness The structure and functions of schools are undergoing a change across the globe. From a primarily academic orientation, schools are now encouraging students to participate in other activities like sports, social service, community service etc. Miskel, McDonald and Bloom
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Dissertation
01 Jan 2018
TL;DR: The authors examined the effect of the school climate and bureaucracy on effectiveness by means of mediating the relationships through school-based management through a quantitative research of the cross-sectional survey type with population of 7,533 teachers.
Abstract: School effectiveness is a global issue among education stakeholders particularly in developing countries where difficulties in delivering quality education are widespread. However, internal and external factors in schools make school outcomes unpredictable, thus making bureaucracy an effective managerial and analytical tool which can be used to examine organizational structure and direct human behaviour. This study examined the effect of the school climate and bureaucracy on effectiveness by means of mediating the relationships through school-based management through a quantitative research of the cross-sectional survey type with population of 7,533 teachers. Four sets of instruments were adapted from the study of Ruane (1995), MacKay and Robinson (1966), Hoy and Ferguson (1985) and Bandur (2008) and were administered on a sample of 350 teachers in Nigeria secondary schools through a stratified random sampling of the proportionate method. The preliminary analysis of data was done through the Statistical Package of Social Sciences (SPSS). The Structural Equation Modelling (SEM) analysis with the Analysis of Moment Structures (AMOS 23.0 version) was employed to test the fitness of data in relation to the constructs in the model and further confirm hypotheses generated for this study. The findings of this study revealed that, the underlying predictors were true measure of their respective constructs. There was a mediating effect of school-based management on bureaucracy and school effectiveness while the other path analysis revealed that school-based management did not mediate between school climate and school effectiveness. This study expands theory on bureaucracy as bright side and validates the assertion that, bureaucracy is required in public schools. It further proves that, even though climate is a key factor in school, the composition and structure of school differ across context. This can significantly increase the administration’s ability to collectively address member’s interest and further strengthen the school system.

9 citations

Journal ArticleDOI
TL;DR: In this paper, the authors reviewed the school effectiveness studied by local or international researchers and showed that policymakers, administrators, managers and headteachers at secondary school level may improve the schools by adopting effective strategies.
Abstract: Based on District Education Office indicate that the highest number of non-effective schools compared to effective schools. The purpose of this article to review the school effectiveness studied by local or international researchers. This article was written based on the history of school effectiveness, school effectiveness models and previous studies that have been done locally and internationally. There are several models of school effectiveness that have been highlighted in this discussion and this paper also discusses the elements of school effectiveness models. For further studies are needed to examine school effectiveness practice in the school. The paper shows that policymakers, administrators, managers and headteachers at secondary school level may improve the schools by adopting effective strategies.

8 citations


Cites background from "Measuring Effectiveness of Schools ..."

  • ...According to Aggarwal-Gupta & Vohra (2010); Bredeson (1985); Reynolds & Teddlie (2000) discuss that school effectiveness is closely related to internal factors....

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30 Mar 2018
TL;DR: In this article, the authors determined the contribution of administrators to teaching learning resources in enhancement of students' academic performance in Emuhaya and Vihiga Sub Counties in Tanzania.
Abstract: School administrators are mandated to enhance students’ instructional supervision, teacher motivation, teaching learning resources and physical facilities. In Emuhaya and Vihiga Sub Counties performance had been below mean grade C+. From the years 2009 to 2013, Emuhaya and Vihiga (26%) and 2104 (15%) respectively lower, compared to neighbouring Hamisi and Sabatia Sub Counties’ with 3913 (28%) and 4275 (31%) candidates respectively. The contribution of School Administrators unknown. The objective of this study was to determine the contribution of Administrators to teaching learning resources in enhancement of students’ academic performance. Th Conceptual Framework in which the independent variables were Administrators’ contribution to teaching learning resources and the dependent variable, Students’ Academic Performance. The study found that Administrators’ contribution t significant (Adjusted R2 = 0.343) and thus enhanced students’ academic performance by 34.3%. The study concluded that school Administrators’ contribution to Teaching Learning Resources was significan administrators should increase their contribution to Teaching further students’ academic performance.

6 citations

Journal Article
TL;DR: The researchers constructed the rating scales on seven parameters of management likely academic management, personnel management, financial management, infra-structure management, linkage and interface, student’s services and managerial excellence to analyse the performance level of district administrators and school head teachers at secondary school level.
Abstract: The purpose of present research was to analyse the performance level of district administrators and school head teachers at secondary school level. The sample of the study was head teachers and teachers of secondary schools. In survey three scales were used, two scales were for the head teachers, one five point scale was for analysing the working efficiency of educational administrators and other seven points scale was for head teachers for analysing their own performance and one another seven point rating scale similar to head teachers was for the teachers for analysing the working performance of their head teachers. The results of the head teachers’ responses revealed that the performance of their District Educational Administrators was average and for the performance efficiency of the head teachers, the researchers constructed the rating scales on seven parameters of management likely academic management, personnel management, financial management, infra-structure management, linkage and interface, student’s services and managerial excellence. Results of percentages, means and graphical presentation on different parameters of management showed that there was an obvious difference in head teachers and teachers’ responses and head teachers probably were overestimating their efficiency but teachers evaluated that they were performing averagely on majority statements. Results of t-test showed that there was no significance difference in the responses of rural and urban teachers but significant difference in male and female teachers’ responses showed that female head teachers were

4 citations


Cites background from "Measuring Effectiveness of Schools ..."

  • ...Gupta and Vohra (2010) quoted some researches for the support of his viewpoint that head teachers greatly influence the way a school evolves and performs. Simkins, Sisum and Memon (2003) cited that many researches have proved that the quality of education depends primarily on the way schools are managed more than on the plenty of available sources. A study conducted by Noureen (2003) proved that management competencies of the school heads are directly related to school effectiveness....

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  • ...Gupta and Vohra (2010) quoted some researches for the support of his viewpoint that head teachers greatly influence the way a school evolves and performs....

    [...]

  • ...Gupta and Vohra (2010) quoted some researches for the support of his viewpoint that head teachers greatly influence the way a school evolves and performs. Simkins, Sisum and Memon (2003) cited that many researches have proved that the quality of education depends primarily on the way schools are managed more than on the plenty of available sources....

    [...]

Journal ArticleDOI
22 Jun 2017
TL;DR: The assessment made in this study has confirmed the suitability of the stated tool to find the levels of secondary school effectiveness in Pakistan.
Abstract: This research study was aimed at finding the validity and reliability of a tool with 62 items assessing school effectiveness in Pakistan. Different education policies and research studies in Pakistani context have mentioned that there is lack of school effectiveness dimension in the context. This deficiency of the school effectiveness dimensions, caused ineffectiveness of secondary schools in Pakistan. The National Education Policy of 2009 of Pakistan has stated that the National Education Information Management System (NEMIS) is struggling to confirm the dimensions of school effectiveness, but mostly the dimensions are borrowed from UNESCO. Therefore, this study forwards the attempt at developing school effectiveness dimensions in Pakistan. For this purpose, the data were collected from 367 teachers of 103 schools at secondary level in Mardan district (Khyber Pukhtunkhwa). The sample teachers were male and female from urban and rural secondary schools of Mardan district. The tool was developed with three variables such as school effectiveness, school culture, and principal instructional leadership. These variables were discussed in the light of different theories, aimed at providing theoretical background. First, two experts in the field were chosen to vet the tool with 79 items to confirm face validity of the tool. They suggested changes which were followed strictly to finalize the tool. Based on the analysis for Cronbach alpha values after pilot study, the final tool with 62items, 13 dimensions, and three variables was confirmed to assess school effectiveness in Pakistan. Thus the assessment made in this study has confirmed the suitability of the stated tool to find the levels of secondary school effectiveness.

3 citations


Additional excerpts

  • ...While other researchers (e.g., Aggarwal-Gupta & Vohra, 2010; Bredeson, 1985; Hallinger, 2015; Hallinger & Heck, 1998; Ostroff, & Schmitt, 1993; Reynolds & Teddlie, 2000) related school effectiveness to internal factors....

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References
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Journal ArticleDOI
TL;DR: Weick as discussed by the authors argued that the concept of loose coupling incorporates a surprising number of disparate observations about organizations, suggests novel functions, creates stubborn problems for methodologists, and generates intriguing questions for scholars.
Abstract: Karl E. Weick In contrast to the prevailing image that elements in organizations are coupled through dense, tight linkages, it is proposed that elements are often tied together frequently and loosely. Using educational organizations as a case in point, it is argued that the concept of loose coupling incorporates a surprising number of disparate observations about organizations, suggests novel functions, creates stubborn problems for methodologists, and generates intriguing questions for scholars. Sample studies of loose coupling are suggested and research priorities are posed to foster cumulative work with this concept.1

6,410 citations


"Measuring Effectiveness of Schools ..." refers background in this paper

  • ...They work as loosely coupled systems (Orton & Weick, 2000; Weick, 1976) as a result of which, their management becomes different from corporate organizations....

    [...]

Journal Article
TL;DR: The authors summarize 35 years of empirical research on goal-setting theory, describing the core findings of the theory, the mechanisms by which goals operate, moderators of goal effects, the relation of goals and satisfaction, and the role of goals as mediators of incentives.
Abstract: University of TorontoThe authors summarize 35 years of empirical research ongoal-setting theory. They describe the core findings of thetheory, the mechanisms by which goals operate, modera-tors of goal effects, the relation of goals and satisfaction,and the role of goals as mediators of incentives. Theexternal validity and practical significance of goal-settingtheory are explained, and new directions in goal-settingresearch are discussed. The relationships of goal setting toother theories are described as are the theory’s limitations.

5,700 citations


Additional excerpts

  • ...The assumption here is based on goals setting theory (Latham & Locke, 2002)....

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Journal ArticleDOI
TL;DR: The testing movement in the United States has been a success, if one judges success by the usual American criteria of size, influence, and profitability, but what assumptions is the success of the movement based?
Abstract: The testing movement in the United States has been a success, if one judges success by the usual American criteria of size, influence, and profitability. Intelligence and aptitude tests are used nearly everywhere by schools, colleges, and employers. It is a sign of backwardness not to have test scores in the school records of children. The Educational Testing Service alone employs about 2,000 people, annually administers Scholastic Aptitude Tests to thousands of aspirants to college, and makes enough money to support a large basic research operation. Its tests have tremendous power over the lives of young people by stamping some of them "qualified" and others "less qualified" for college work. Until recent "exceptions" were made (over the protest of some), the tests have served as a very efficient device for screening out black, Spanish-speaking, and other minority applicants to colleges. Admissions officers have protested that they take other qualities besides test achievements into account in granting admission, but careful studies by Wing and Wallach (1971) and others have shown that this is true only to a very limited degree. Why should intelligence or aptitude tests have all this power? What justifies the use of such tests in selecting applicants for college entrance or jobs? On what assumptions is the success of the movement based? They deserve careful examination before we go on rather blindly promoting the use of tests as instruments of power over the lives of many Americans.

3,404 citations

Journal ArticleDOI
TL;DR: In this paper, the authors present five recurring voices that focus separately on causation, typology, effects, compensations, and outcomes of loose coupling, and suggest more precise and more productive uses of the concept.
Abstract: Diverse applications of the concept of loose coupling are embodied in five recurring voices that focus separately on causation, typology, effects, compensations, and outcomes. Each has a tendency to drift away from a dialectical interpretation of loose coupling toward a unidimensional interpretation of loose coupling, thereby weakening the explanatory value of the concept. The authors first use the five voices to review the loose coupling literature and then to suggest more precise and more productive uses of the concept.

2,178 citations

Journal ArticleDOI
TL;DR: This article reviewed the empirical literature on the relationship between the principal's role and school effectiveness during the period from 1980 to 1995 and specifically focused on the conceptual underpinnings of several theoretical models to study the role, relationship between models and methods of investigation, an4 consequently, to what has been learned about the nature of the principal impact.
Abstract: Although the is little disagreement conquering the belief that principals have an impact on the lives of teachers and students, both the nature and degree of this effect continues to be open to debate. The relationship is complex and not easily subject to empirical verification. This article reviews the empirical literature on the relationship between the principal's role and school effectiveness during the period from 1980 to 1995. We specifically focus on the conceptual underpinnings of several theoretical models to study the role, the relationship between models and methods of investigation, an4 consequently, to what has been learned about the nature of the principal impact. We conclude by framing a possible research agenda for the next generation of studies on the effects of school administration.

1,775 citations


"Measuring Effectiveness of Schools ..." refers background in this paper

  • ...In a review of 40 studies, Hallinger and Heck (1996) found that most of the studies used student achievement to measure school performance although some of the studies did use additional measures to evaluate school effectiveness....

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