The Scottish Government

« Previous | Contents | Next »

Listen

COLUMBA 1400: HEAD TEACHER LEADERSHIP ACADEMY: DEVELOPING ENTERPRISE CULTURE

CHAPTER FOUR: FINDINGS FROM THE QUESTIONNAIRE SURVEY

INTRODUCTION

4.1 This section presents the findings from the questionnaire survey. The full presentation and tables of findings can be found in the appendices to this report. As discussed in section 2, Ajzen's (1991) development of the theory of planned behaviour has been used by the research team as a theoretical basis for some of the questions on attitudes in the survey instrument. However, we provide some data first on the type and profile of schools that have provided HTs and DHTs who have taken part in the pilot Columba 1400 programme. As noted in section 9, these results do not include the very first cohort, on the first academy, HTLA1.

PROFILE DATA ON THE HEAD AND DEPUTY HEAD TEACHERS AND THEIR SCHOOLS

The Schools

4.2 Table 4.1 indicates that the large majority of HTs and DHTs to take the pilot programme so far have been from primary schools, they dominate the programme members by a ratio of 2:1, although this ratio could be expected due to the numerical dominance of primary schools overall in Scotland. Additional types of school are shown by Table 4.1, it indicates that the majority of HTs and DHTs were also from rural schools rather than urban areas and 14 or 20% of members were from new community schools.

Table 4.1: Type of school

4.3 The number of HTs was also in the majority compared to DHTs (or AHTs), only 16 DHTs (or AHTs) have taken the programme, compared to 53 HTs. However, the proportion of HTs to DHTs is far more equal when we examine programme members from secondary schools, compared to primary schools, this is shown by Table 4.2

Table 4.2: Secondary/Primary and HT/DHT

4.4 As well as there being a majority of primary HTs, the predominance of rural areas is reflected in the relatively high proportion of programme members from a relatively small number of education authorities. For example, as shown by Table 4.3, the largest number was recruited equally from two relatively rural education authorities, those of Dumfries and Galloway and East Ayrshire with 15 participants from each authority.

Table 4.3: Participating Education Authorities and HTs or DHts

4.5 It may be worth noting, therefore, that whatever methods have been used to determine participant members, there will be some bias in the findings on attitudes towards HTs and DHTs from primary schools and those from rural areas, with over 43% of programme members from just two education authorities. The research team understand that participation is voluntary, however, the predominance of a small number of education authorities would suggest that the programme has been promoted more heavily and enthusiastically in some authorities than in others, perhaps by their Directors of Education. For example, the research team understand that East Ayrshire is at the forefront of some elements of DtS and this may reflect the predominance of delegates from this authority.

4.6 The size of school obviously varied as reflected in the divisions between primary and secondary HT/DHTs and between rural and urban catchment areas and localities. The average (mean) size of the school roll was reported as 429 with an average staff size of 29 FTEs, shown in Table 4.4. The high variation in school size is reflected in the standard deviations.

Table 4.4: School roll and staffing levels

4.7 There was similar variety in the nature of change in the school roll, with more reporting falling school rolls than those with increasing rolls as shown by Table 4.5.

Table 4.5: Change in school roll

4.8 The relative affluence of catchment areas is shown by Table 4.6. It is worth noting that 35% of respondents described their catchment areas as 'low income', indicating recruitment of members from schools in deprived area status and perhaps indicating low-income areas as well in some of the rural localities. For example, Dumfries and Galloway, a supplier of large cohort of HTs, contains some affluent areas, but also some recognised low-income areas.

Table 4.6: Catchment areas

• Overall then, the profile data on schools of member participants demonstrate some variety as may be expected, but members are drawn from a limited range of education authorities and there is a predominance of primary HTs over secondary HTs in the ratio of 2:1. There is also a high proportion of rural schools and a high proportion of low-income areas.

The Head and Deputy Head Teachers

Teaching and school experience

4.9 As would be expected, all the HTs or DHts on the pilot programme were very experienced teachers; Table 4.7 shows the extent of their experience. The average (mean) number of years as HT, at over 9 years, indicates that the majority of HTs on the programme were considerably experienced and were able, as a result, to bring a wealth of experience to the Columba 1400 programme. However, there was a high degree of variance in experience, also shown by Table 4.7 and reflected by relatively high standard deviations. For example, 22% had less than 5 years experience as a HT/DHT, whereas 31% had greater than 10 years.

Table 4.7: Experience of programme members

4.10 Not surprisingly, in view of their extensive experience, the pilot Columba 1400 programme participants were at mature stages in their careers with 77% aged between 45 to 54 years, as shown by Table 4.8.

Table 4.8: Age of respondents

4.11 In terms of previous management and CPD training, this was quite extensive, although only a small number had taken the Scottish Qualification for Headship (SQH) with 12% having taken the SQH in the last five years as shown by Table 4.9.

Table 4.9: Professional membership and professional development

4.12 An extensive range of certified and other CPD had been undertaken. The survey results indicated that an overwhelming majority had taken management-related CPD training. In addition a small number of respondents indicated participation in previous leadership courses as evidence of previous CPD. Examples of certified CPD were quoted by 25 (36%) respondents, with examples ranging from post-graduate studies and diplomas to short courses. However, examples of non-certified CPD or other CPD were quoted by 55 respondents (80%) and covered a very wide range of management or personal development and relationship courses such as counselling, leadership and pastoral care. In such a list, examples of CPD were not recorded by a small number of respondents because they stated that previous experience of non-certified CPD had been 'various' or 'too numerous to list'.

4.13 The composition of the respondents by gender showed more women HTs than men, with nearly 60% of respondents female and a ratio of 2:1 women to men who were HTs, as shown by Table 4.10.

Table 4.10: Gender and HT/DHT

• Overall the HTs and DHTs recruited to the pilot Columba 1400 programme had extensive teaching and management experience in their schools, they were at mature stages of their careers and had extensive CPD qualifications and experience.

Existing links with business and industry

4.14 An important emphasis given in the Determined to Succeed report (Scottish Executive, 2002) was the need for schools (and businesses) to develop stronger and closer links and relationships. Strong links would need to be established to develop vocational and work-related education and to develop an understanding of business and enterprise.

4.15 In response to a question on whether links existed, 77% reported that they had links with business and industry, however, as can be seen in Table 4.11, only 19% report them as being strong and 50% report a need for them to be strengthened (NB: the proportions would be higher if we subtracted those reporting no links). In addition, Table 4.11 also shows that only 26% of respondents considered that such links were used actively, reflecting perhaps the concern raised by the Determined to Succeed report.

Table 4.11: Links with business and industry

• These findings suggest that respondents' schools have low levels of relationships with local business and industry, although there is strong recognition that they need to be improved in the light of Determined to Succeed.

VIEWS ON ENTERPRISE IN EDUCATION

4.16 Respondents were given an opportunity to provide their initial views on Enterprise in Education (E in E) in the questionnaire survey. The responses indicated a considerable enthusiasm for the programme, some considered that it was "vital" and " extremely valuable", but needed to be " well-structured". There was support for the introduction of the programme at all levels, although less room or need at secondary stages. For example, one respondent considered that "E in E should be an activity for all primary and at secondary be an option" and another considered that it should be "included in every year---improves self esteem, behaviour (and) relationships". The importance of E in E for Scotland's economy was also recognised, with one respondent considering that it was " critical to the development of a modern Scotland and a thriving economy in a global community". However, a minority considered that they were no firm views at this stage, indicating a need for further knowledge and training and others citing that it was only one among many priorities.

4.17 Experience of E in E was limited, but certainly in evidence, as shown by Table 4.12 In fact 42% of respondents considered that they had experience or knowledge of best practice.

Table 4.12 Knowledge or experience of Enterprise in Education

4.18 Respondents were asked for their views on the difficulties that they envisaged in implementing E in E. A large number cited " crowded curriculum" or the existing "full curriculum" and "competing priorities", in fact this was referred to in some respect by over 50% of respondents. "Access to resources" and "additional support" were also commonly cited, but perhaps surprisingly, there was also reference to the need for qualified and appropriate staff, one respondent referred to a " lack of enthusiastic staff" and others referred to the need to "convince staff of importance relative to other priorities" and another respondent cited the " lack of interest by staff" and yet another cited the "teacher mind-set".

4.19 Respondents were also asked for their views on how they expected E in E to differ from previous initiatives. A number cited the publicity of the investment in the programme, indicating that they considered that the Scottish Executive (in partnership with the Hunter Foundation) as serious, one respondent typically considered that it was "better resourced [which] indicates seriousness of Executive" and others identified support from their education authority enabling the programme to be " more structured and better supported by local authorities." However, there were still a number who considered the programme would be "no different". A number were also unsure or lacked the knowledge to comment. When these are combined, 20% either considered that they were unsure of how it would be different or considered that there would be no difference with previous enterprise-related initiatives or offered relatively negative views such as one respondent who considered they were "obliged to participate".

• Overall the HTs and DHTs viewed E in E substantially positively with some expressing enthusiasm, although a minority had more negative views, seeing it more of a compulsory initiative that they needed to 'endure' within a range of competing priorities and a crowded curriculum. In addition there was considerable experience of E in E and knowledge of 'best practice'. This would have provided a mixture of views and experience, but it would be expected that the participants would show marked variation in levels of enthusiasm for E in E.

ATTITUDES AND BELIEFS OF HTS AND DHTS

Introduction

4.20 Respondents were provided with a range of statements, under a number of headings, concerning their attitudes and beliefs and the factors that might influence. The research team have used the validated theory of planned behaviour (Ajzen, 1991) as a basis for drawing up the statements, which have been organised around three main areas: personal values and beliefs; the importance of different 'environmental factors', such as society, the views of parents and peer groups, and constraints on behaviour, such as resources and competing time pressures.

4.21 The following discussion provides an illustration of some of the results from this section of the survey. The full data tables are provided in Appendix 1. It can be seen that for all the statements, respondents were asked to respond to a Likert scale, indicating whether they agreed or disagreed with each statement. This varied from very strong agreement to very strong disagreement with each statement. The scale is provided in Appendix 1 for reference.

Personal attitudes and beliefs

4.22 Respondents were asked a series of statements on whether they could improve the school performance, through their own influence as a leader. Responses to the statements are shown in Figure 4.1. Each statement has been coded for the purposes of illustration with an explanation of the code used below Figure 4.1.

4.23 The figure shows, broadly, that HTs believed strongly that they could change the performance of their school positively through their own influence as a leader and through creating an environment in which every pupil can achieve their potential (statements A and C in Figure 4.1). There was only moderate belief and some disagreement that school performance could be improved through more engagement with the local and business community (statements B and C). Finally some agreement was given that performance could increase through change in the curriculum and through E in E (statements E and F).

Figure 4.1 Personal attitudes and beliefs on improving school performance:

Proportion of HTs and DHTs agreeing that they can improve educational performance of the school

Key:

Also see Appendix 1 for full table and full key.

4.24 Figure 4.2 illustrates a further set of attitudes and beliefs related to educational achievement. This figure shows that there is strong agreement that each teacher is committed and that pupils aspire to give their best performance (statements, B, C and D), but reinforcing the results from Figure 4.1, there is less agreement on the importance of establishing links with local businesses and the local community or that the school is an important agent of change for the local community (statements A, E and F).

Figure 4.2: Proportion of HTs and DHTs agreeing the importance of the each statement:

Key:

4.25 Figure 4.3 illustrates attitudes and beliefs to aspects of Enterprise in Education. There is only a small proportion who agrees that there is no room for E in E, strong agreement with a focus on common and transferable skills and solid support for the embedding of enterprise in the curriculum (statements A, C, D). There is less solid support for work-based vocational learning and practical sessions on business and industry, but nevertheless agreement (statements D and E).

Figure 4.3: Attitudes to Enterprise and Education

Key:

4.26 Figure 4.4 examines attitudes to entrepreneurship (defined as the act of starting and developing a new businesses) and is based on responses to a further set statements, which have been coded and listed below the figure.

4.27 There is strong agreement, shown by Figure 4.4, on the importance of entrepreneurship, as a potential career choice for pupils and it is importance, and those of entrepreneurs, for the economy and society (statements A, B, G and H). Additionally there is strong support for entrepreneurs as suitable role models (statement E). However, there is notably less agreement or support for the educational value of studying and learning about entrepreneurship (statements D and F). This belief could be due to limited experience and knowledge specifically on entrepreneurship and the relative under-development of entrepreneurship as a subject of study or a discipline (the interested reader might like to note that this is still recognised by academics in the field, see Timmons, 1994).

Figure 4.4 Attitudes to Entrepreneurship and Education

Key:

• Overall, this section showed positively strong beliefs by HTs and DHTs on the importance of their own leadership and the potential that this has for creating change, although more negative views on the importance of links of their school with the local and business communities. This is supported by high levels of belief in the commitment of their staff and pupils. There is strong belief and commitment in the educational value of studying enterprise and the development of related skills, but less strong commitment or belief in the value of studying entrepreneurship, its related skills, work-related vocational education and the development of links to local businesses.

External influences on personal attitudes and beliefs

4.28 The second set of results in this section is concerned with the importance of external factors and their influence on respondent attitudes and beliefs. Figure 4.5 illustrates the responses to the first set of statements which have been coded for ease of illustration and listed below the figure.

4.29 Figure 4.5 shows the importance of the leadership role of HTs and high levels of expectation in terms of beliefs held, but there is less agreement that HTs consider themselves to be highly respected members of the local community.

Figure 4.5 External influences on personal attitudes and beliefs

Key:

4.30 Figure 4.6 is concerned with the influence of pupils' parents on attitudes and beliefs. Like Figure 4.5, Figure 4.6 shows high levels of agreement by HTs that parents of their pupils expect them to take a leadership role and responsibility for educational standards, there is much lower agreement that parents expect their children to have vocational work experience (statement F) and some degree of variation in the activity of parents in PTAs and extra-curricula activities, an area that could be important for establishing a firm foundation and network to support the Enterprise in Education programme.

Figure 4.6: The influence of pupils' parents

Key:

4.31 The influence of the School Board is shown by Figure 4.7. This shows very strong agreement on expectations again for the leadership role of HTs, reinforcing both sets of results above. There is much less agreement on the expectations of the School Board for the importance of the introduction or development of enterprise in the curriculum.

Figure 4.7: The influence of the School Board

Key:

4.32 Figure 4.8 illustrates the influence of HT's education authority. This illustrates and confirms high levels of agreement with statements A and B concerned with expectations on leadership and responsibility for educational standards. There were also significant levels of agreement that enterprise will become important in the curriculum, but less support for expecting the development of strong links. However, these are higher levels of agreement than those demonstrated for expectations of pupils' parents and the School Board, indicating that educational authorities are a more important influence and have higher levels of expectation on the development of E in E and links that might support it.

Figure 4.8: The influence of their Education Authority

Key:

4.33 The influence of the local business community and the responses of HTs are illustrated in Figure 4.9. This shows that there is much variation in this set of results. For example, there is only moderate agreement that the business community value links with their school or with the expectation to provide vocationally based learning (statements A and H). There is still strong agreement with the expectation that the HT will take a leadership role and be responsible for educational standards, but these are noticeably lower levels than for other sets of influencers', which have been discussed above (statements B and C). Although there is strong agreement with the view that the local business community recognise teachers' roles as educators of future employees, there is much greater variation of agreement on their expectations for the importance of E in E in the curriculum, again illustrating that there may be considerable development required of relationships between the local business community and their schools to provide a foundation for the roll out of different elements of the Enterprise in Education programme.

Figure 4.9: The influence of their local business community

Key:

4.34 The next figure is concerned with the influence of HTs' peers and other teachers whose opinions they valued. Responses are illustrated by Figure 4.10. These show considerable variation, notably the item on whether teachers are respected in society (statement B) is almost a normal distribution across the full range of the scale. There is also relatively high variation displayed on whether there is approval of E in E (although broad agreement) and on statements concerned with entrepreneurs as role models and their benefits to society (statements D and E). However, there is strong agreement that as teachers they are shaping aspirations of future leaders in society (statement A).

4.35 The responses to statement G are illustrated separately in Figure 4.11, since this specifically referred to the values in society rather than just other peer group teachers. There is strong agreement that society expects teachers to be important role models as well as leaders.

Figure 4.10: The influence of their peers

Key:

Figure 4.11: Teachers as role models

Key:

4.36 In this section we have found that:

• External factors and influences on personal beliefs such as the values of peer groups, society and external influencers, such as the School Board, in some cases, reinforce personal beliefs and attitudes, but, in other cases, show more marked variation. There is strong agreement that HTs are seen as important leaders and shapers of views in society, but rather mixed results on whether head teachers are highly respected.
• The importance of the leadership and educational responsibility roles for HTs are expected views of the major influencers in the external environment including pupils' parents, the School Board, the education authority and society. However, there is less importance attached to expectations on curriculum development related to enterprise and education, such as vocational and work-related education.
• The HT's expectations of the business community are more varied, notably, there is only moderate agreement that the business community value links with their school, with the expectation to provide vocationally-based learning and lower expectations concerning agreement with changes associated with E in E.
• Considerable variation was also found in peer group influencers, such as other teachers and respected colleagues, particularly on whether there is approval of developments in enterprise and education and whether entrepreneurs are valuable role models and for society.

Resources and barriers affecting attitudes

4.37 This section is concerned with factors that may prevent the achievement of aspirations and consequently aims and objectives of HTs, specifically in relation to leadership and the attainment of the objectives of Enterprise in Education. Consequently, the first set of statements is concerned with factors which could prevent the achievement of their educational leadership role as HTs and responses of HTs are illustrated in Figure 4.12.

4.38 The figure illustrates that important constraints that affect the achievement of a HT's leadership role are administration, dealing with behavioural problems of pupils (although responses are varied on this item), dealing with staff shortages (again varied responses), recruitment of appropriate staff, staff training and the physical environment of the school (although again this item has varied response). Constraints that were seen as not important included dealing with staff meetings and preparing reports either for the School Board or the education authority.

Figure 4.12: Constraints on the achievement of educational leadership role of HTs

Key:

4.39 A similar set of possible constraints (as described by the statements A to M, but including additional factors) was also considered for the achievement of objectives of Enterprise in Education. The results are illustrated by Figure 4.13. For these objectives, administration is a less important constraint, but the lack of staff training and the physical environment of the school are more important. Results for the recruitment of appropriate staff are similar. Access to resources is seen as an important constraint by some, but the large variation indicates that this is not seen as important (a normal distribution is shown). Access to new developments and new officers such as Enterprise Development Officers and Enterprise Education Support Officers were not seen as important constraints even though the interviews revealed that in many cases they were yet to be appointed. Developing links with business and industry was not seen as an important constraint even though this may prevent the full development of E in E.

Table 4.13: Barriers to achieving objectives of Enterprise in Education

Key:

4.40 The final set of additional constraints is illustrated by Figure 4.14. This figure shows that the most important additional constraints considered to affect school performance were staffing levels and resources. As might be expected from the school profile data, the importance of the nature of the school's catchment area was also significant, although there was strong disagreement with this factor by some respondents. Similarly there was strong disagreement by some respondents with high turnover of staff as a possible constraint.

Figure 4:14 Additional constraints on School performance

Key:

• Overall this sub-section on the importance of constraints has revealed that a HT's educational leadership role is most affected by the constraints of spending time on non-educational duties, such as administration, dealing with staff and pupil behavioural issues and, is also affected, in some cases, by the physical environment of the school. Achieving the objectives of E in E is also affected by non-educational duties, but also by the lack of staff training. Accessing resources, as a constraint, was variable in importance across different HT and DHTs. Important additional constraints affecting the performance of the school were staffing levels and access to resources.

SUMMARY OF SURVEY FINDINGS

4.41 A self-completed questionnaire based on 69 responses from 71 HTs and DHTs surveyed (a 97% response rate) indicated that programme members had:

• Varied experience and are from schools with diverse characteristics, but were drawn from a limited range of education authorities with a predominance of primary HTs over secondary HTs in the ratio of 2:1. There was also a high proportion of rural schools and a high proportion of low-income areas.
• Extensive teaching and management experience in their schools, they were at mature stages of their careers and had extensive CPD qualifications and experience.
• Schools that had low levels of relationships with local business and industry, although there is strong recognition that they need to be improved in the light of 'Determined to Succeed'.
• Positive views on the objectives of DtS, although a minority had more negative views, seeing it more of a compulsory initiative that they needed to 'endure' within a range of competing priorities and a crowded curriculum. In addition there was considerable experience of E in E and knowledge of 'best practice'.

4.42 The programme members' attitudes and beliefs revealed by the survey included that they held:

• A strong and firm belief in the importance of their own leadership and the 39. potential that this had for creating change.
• Lower regard for the importance of links of their school with the local and business communities.
• A high regard for the commitment of their staff and pupils.
• A high regard for the educational value of studying enterprise and the development of related skills, but lower regard for the value of studying entrepreneurship, its related skills, work-related vocational education and the development of links to local businesses.

4.43 Factors affecting personal attitudes included:

• Peer groups, society and external influencers, such as the School Board, in some cases reinforce personal beliefs and attitudes, but in other cases show more marked variation. There is strong agreement that HTs are seen as important leaders and shapers of views in society, but rather mixed results on whether teachers are highly respected.
• Pupils' parents, the School Board, the education authority and society, which have important expectations on leadership. However, there is less importance attached to expectations on curriculum development related to enterprise and education, such as vocational and work-related education.
• The business community. The HT and DHTs had only moderate levels of expectation that the business community value links with their school. HTs/DHTs have higher expectation to provide vocationally based learning, but lower expectations concerning agreement with changes associated with E in E.
• Other teachers and respected colleagues, which have variable levels of approval of developments in enterprise and education and on whether entrepreneurs are valuable role models and on their value to society.

4.44 Important constraints on achieving overall objectives were:

• Spending time on non-educational duties, such as administration.
• Dealing with staff and pupil behavioural issues.
• The physical environment of the school (in some cases).

4.45 Achieving the objectives of E in E were also affected by:

• Spending time on non-educational duties, such as administration.
• The lack of staff training.
• Access to resources (in some cases)

« Previous | Contents | Next »