School effectiveness in developing countries - A summary of the research evidence -
Education Research Paper
No. 01, 1993, 25 p.
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Section 6: Evidence from
developed countries
A recent summary of research findings from industrialized countries is given in Riddell
& Brown (1991). At the primary level, Peter Mortimore reports that it is important to
take account of differences in student intake. Even when differences in intake have been
taken into account, some schools are more likely than others to lead to good outcomes.
Whilst attainment is influenced heavily by home background, progress is more likely to
be influenced by schooling. Schools may be effective at different things, but schools
effective for one group of pupils are also likely to be effective for others. Mortimore lists
specific factors noted in a number of different studies which make primary schools
effective:
a) Leadership The research shows that having a headteacher who is
purposeful but neither too authoritarian or too democratic and who is able
to share ownership of the school with colleagues is important. The quality
of leadership, however, includes the ability to delegate to a deputy without
feeling threatened, and to involve members of the staff in the planning and
the management of the school.
b) Management of pupils Organising schools so that pupils are involved
and can be rewarded for their efforts is important. The data also show that
controlling behaviour with methods that are neither too weak nor too harsh
is also likely to be the most effective. Ensuring that sessions are
structured, work-centred and include teaching that is intellectually
challenging is essential.
c) Management of teachers Involving teachers in the corporate life of the
school and pursuing consistency in their approach to pupils is likely to
make the school a less stressful place for both parties. Encouraging
teachers to be good models of punctuality, politeness and consideration is
also important, as is ensuring that classrooms have positive psychological
climates in which pupils are encouraged to communicate frequently with
their teachers.