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• W200564417 abstract "In 1992, Tasmanian schools were using forms of school self management based on schooleffectiveness literature. An accountability vacuum from the client's perspective had beenpredicted. There was an increasing need for school managers and policy makers to becomemore responsive to parents.One aim of the project reported here was to set up processes to obtain feedback fromparents which would allow school managers and policy makers to pick up 'weak signals'coming from their parent body. Another aim was to use the same processes to determinethe perception that parents have of the effectiveness of Tasmanian public schools. Tworesearch questions were selected. What are the perceptions that Tasmanian parents haveof the effectiveness of public schools in Tasmania? What are the differences inperceptions between various groups within the Tasmanian parent community? Political support for the project was obtained after representation was made to theDepartment of Education and the Arts (DEA), State Schools Parents and FriendsAssociation and 'Melville Swamp' school principals, councils, parents and friendsassociation and teachers. These discussions helped develop categories concerningeffectiveness and led iteratively to the joint development of an instrument. Thequestionnaire gathered both preferences and perceptions of the actual situation usingitems related to the content categories; sense of mission, school community relationships, high expectations, safe and orderly environment, educational leadership and studentprogress. Responses to open questions were used to interpret patterns.A qualitative and quantitative approach was used to develop the instrument. Trialing andrefining the survey instrument continued with the Melville Swamp school parents,councillors, principals and teachers until it had acceptable levels of reliability and validity.A stratified random sample of parents in Tasmanian public schools was then surveyed.Schools were divided into groups according to type, size and educational needs index fromwhich random selections were made. Approximately fifteen hundred parents fromtwenty eight schools were invited to respond to the survey. Good response rates,averaging 60%, were obtained. This exercise demonstrated that parents' view on school effectiveness can be bothcategorised and measured. The were significant differences between groups of parents.Eigen values combined with an analysis of optional comments suggest that parents makean overall judgement of 'goodness' or 'badness' largely based on the quality of therelationship between their children and their children's teachers. Other judgements aremade within this global assessment.A conceptual framework relating the content categories used in this study was developed.Other linkages were hypothesised to further the development of a school effectivenessconceptual framework. High school parents have stronger preferences about matters related to achievement,progress and expectations while primary school parents have stronger preferences withregard to the use of volunteers within the school. Perceptions of the actual situation inschools varied greatly. Primary school parents' responses were significantly morefavourable than either high school or district high school parent responses. District highschools were perceived by parents as the least effective of the three types of school.Urban parents perceive schools to be significantly more effective than do parents of ruralschools. This finding was traced to the larger number of less experienced and more mobileteachers found in rural schools. This study suggested a number of practical recommendations. Teachers should beprovided with the opportunity to explore the implications of the core principles ofschool effectiveness. School leaders should evaluate parents' perceptions of schooleffectiveness along with other forms of accountability data and to look for new policytouchstone. Flexible industrial arrangements should be negotiated for school professionalsso that a variety of communication strategies can be implemented that take account of thechanging nature of work and family. The DEA should look for alternative methods ofstaffing rural schools. Parents should be encouraged to make formal and informal schoolvisits. Recommendations concerning the theory of school effectiveness and further researchcentred on four issues: parents' perceptions of school effectiveness and studentoutcomes; parents' perceptions of the effectiveness of primary and secondary sections ofdistrict high schools; organisational arrangements of schools and parents' perceptions ofschool effectiveness; accountability procedures from the client's perspective." @default.
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• W200564417 date "1996-01-01" @default.
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• W200564417 title "Parents' perceptions of school effectiveness : an investigation into parents' perceptions of the effectiveness of Tasmanian public schools" @default.
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