School effectiveness : teachers'perceptions'on effective secondary schools in Mafikeng and Zeerust districts of North West Province
Abstract
The purpose of this study was to determine the characteristics of the effective schools, to determine and examine empirically the perceptions of teachers on factors that make schools effective in North West Province, and on the major goals of effective schools. The survey method was used to gather the data. A 27 item questionnaire, School Excellence Inventory, and 17 item questionnaire, on principals behaviour were used to evaluate perceptions of success in the areas of: on-task engagement, school climate, commitment to an academic focus, staff expectations and performance, leadership effectiveness and evaluation, monitoring of students progress and critical behaviour of principals in effective schools. The subjects of the study were 154 teachers in Mafikeng and Zeerust districts. The sample was selected from top ten schools identified by Matric results in each district. The empirical investigation conducted revealed that effective leadership by the principal is the most important factor contributing to the effectiveness of schools, in addition to cooperative and supportive organisational structure, fostering of positive relations and regular communication among the staff and students. The study also revealed that the effective schools go far beyond academic goals only. On the question "What make schools effective or ineffective?", the study revealed that the characteristics of effective and ineffective schools are the opposite of each other. The conclusions drawn from the study is that effective schools exist in the North West Province. This study also revealed the importance of school effectiveness. Again it is important for principals, teachers and communities to implement the findings of the research on effective schools, to have effective schools.
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