Quality Schooling: The contribution of alternative indicators to redefining school performance

Year: 1995

Author: Silins, Halia, Murray-Harvey, Rosalind

Type of paper: Abstract refereed

If school effectiveness is measured in terms of the broader aims and goals of education and not merely the narrow achievement outcomes associated with performance scores, there is a need to identify indicators that reflect more closely the values underlying quality schooling. Few studies address both quality schooling and school performance outcomes to better understand the relationship between these two concerns. The indicators used in this study are students' self concept, students' attitudes to school life, students' approaches to learning, teachers' perceptions of school leadership and school organisation. Path analysis was employed to examine the nature of the relationship between each of the indicators tested and each of two outcome measures of senior secondary school performance: (1) teachers' perceptions of school outcomes such as student outcomes, curriculum outcomes, teacher outcomes and school culture, and (2) an external measure of school performance related to student achievement. It is argued that the indicators used to assess school performance form the criteria that influences the definition of quality schooling.