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COLUMBA 1400: HEAD TEACHER LEADERSHIP
ACADEMY: DEVELOPING ENTERPRISE CULTURE
ANNEX 2: SURVEY QUESTIONNAIRE
EVALUATION OF COLUMBA 1400'S PROGRAMME:
DEVELOPING ENTERPRISE CULTURE
Head and Deputy Head Teacher Academy
Structured Questionnaire
Brief:
This study is independently conducted by Paisley
Enterprise Research Centre at the University of Paisley;
any information given will be treated in full confidence
and cannot be used for any other purpose under the Data
Protection Act.
The study has been commissioned by The Hunter Foundation
and the Department of Enterprise, Transport and Lifelong
Learning at the Scottish Executive. The results from the
study will help to inform educational policy developments
by the Scottish Executive, especially in Enterprise in
Education, and in the development of the Columba 1400's
Academy leadership programme.
The Interview
The interview is in two parts:
1. The completion of structured questionnaire. This can
be self-completed. In answering questions please do not
spend a long time on each item, just give the answer that
you feel most comfortable with. This is concerned with your
beliefs, attitudes and factors that affect such beliefs
from your peers, your working environment and society.
2. A more open-ended interview using a semi-structured
questionnaire. This will be conducted by one of our
researchers. We have a team of experienced researchers who
will explore some of the issues with you in more depth.
It is intended that these are completed before you
participate in the Columba 1400 programme, there will be a
further follow-up interview arranged by our researcher
after completion of the programme.
Paisley Enterprise Research Centre
University of Paisley
The rest of the questionnaire is based upon your
attitudes and beliefs and the factors in society that
influence them. It consists of series of statements on
which you will be asked to respond on whether you agree or
disagree according to the following scale. Please give the
closest answer according to your current beliefs, not what
you think the answer should be.
Please refer to this scale when answering the
statements
Very Strongly agree | Substantially agree | Mildly agree | Neutral | Mildly disagree | Substantially disagree | Very strongly disagree |
+3 | +2 | +1 | 0 | -1 | -2 | -3 |
Definitions:
Entrepreneurship, where used in this
questionnaire, refers to the act of starting and
developing a new business, owned by the
person.
Enterprise, where used in this questionnaire,
refers to actions that involve innovative behaviour,
creativity and may also involve entrepreneurial
behaviour such as risk taking and fund raising. Thus
'enterprise' is a wider concept than entrepreneurship
and can be applied across all activities in society,
not just to business ownership.
Section 4
4.1 I can improve the performance
of the school and educational attainment of
pupils through: |
Very strongly agree (+3) to
very strongly disagree (-3) |
| +3 | +2 | +1 | 0 | -1 | -2 | -3 |
My own influence as a leader | | | | | | | |
More engagement with the business
community | | | | | | | |
More engagement with the local community | | | | | | | |
Creating an environment in which every pupil
can achieve their educational potential. | | | | | | | |
Change in the curriculum | | | | | | | |
Engagement with Enterprise in Education (E
in E) | | | | | | | |
4.2 It is important for me to
ensure that: |
| +3 | +2 | +1 | 0 | -1 | -2 | -3 |
The school is an important agent of change
in the local community. | | | | | | | |
Each teacher aspires to achieve their best
performance | | | | | | | |
Each pupil aspires to achieve their best
educational performance. | | | | | | | |
Each member of my staff is fully committed
to the educational achievements of the
school. | | | | | | | |
Strong links are established with local
businesses | | | | | | | |
Strong links are established with the local
community | | | | | | | |
4.3 In the school
curriculum: |
| +3 | +2 | +1 | 0 | -1 | -2 | -3 |
There is no room for Enterprise in
Education | | | | | | | |
Enterprise is as important as science, arts,
humanities, history, literature and other
traditional subject areas. | | | | | | | |
Development of skills should focus on common
and transferable skills (e.g., literacy,
numeracy, communication and ICT) | | | | | | | |
There should be practical sessions on
business and industry | | | | | | | |
There should be room for work-based
vocational learning | | | | | | | |
There is a need for more change in the
curriculum, especially associated with E in
E | | | | | | | |
Enterprise teaching and activities should be
embedded in the curriculum as part of
traditional subject areas | | | | | | | |
4.4 Defining entrepreneurship as
the act of starting and developing a new
business, do you believe that: |
| +3 | +2 | +1 | 0 | -1 | -2 | -3 |
My pupils should be made aware of
entrepreneurship as a career option. | | | | | | | |
Entrepreneurship is an important alternative
career, from other employment, for my school's
pupils | | | | | | | |
The risk of failure is high for pupils
undertaking a career in entrepreneurship. | | | | | | | |
Pupils need to understand business in order
to pursue a career in entrepreneurship | | | | | | | |
Successful entrepreneurs are good
aspirational role models for my pupils | | | | | | | |
Learning about entrepreneurship will help my
pupils to be more effective and understanding
as future employees | | | | | | | |
Scotland's economy needs more
entrepreneurs | | | | | | | |
Entrepreneurs are good for society | | | | | | | |
Section 5
5.1 In my role as Head or Deputy
Head Teacher: |
| +3 | +2 | +1 | 0 | -1 | -2 | -3 |
I am expected, by society, to set an example
as a responsible leader. | | | | | | | |
Other people, who are important to me, see
me as an important member of the local
community. | | | | | | | |
I am a highly respected member of the local
community | | | | | | | |
5.2 Parents of the current pupil
intake of the school: |
| +3 | +2 | +1 | 0 | -1 | -2 | -3 |
Expect me to take a leadership role in the
school. | | | | | | | |
Expect me to be responsible for improving
educational standards at the school. | | | | | | | |
Expect their children to study traditional
academic disciplines | | | | | | | |
Take an active role in extra-curricula
activities | | | | | | | |
Are involved in an active PTA that is
successful in raising funding | | | | | | | |
For secondary school respondents only,
expect their children to have access to
vocational work experience with local
businesses | | | | | | | |
5.3 The School Board: |
| +3 | +2 | +1 | 0 | -1 | -2 | -3 |
Expects me to take a leadership role in the
school. | | | | | | | |
Expects me to be responsible for improving
educational standards at the school. | | | | | | | |
Expects pupils to follow a modern
curriculum, of which E in E is an important
part | | | | | | | |
Expects Enterprise to become more important
in the curriculum. | | | | | | | |
Expects the School to provide a conventional
traditional education | | | | | | | |
5.4 My Education
Authority: |
| +3 | +2 | +1 | 0 | -1 | -2 | -3 |
Expects me to take a leadership role in the
school. | | | | | | | |
Expects me to be responsible for improving
educational standards at the school. | | | | | | | |
Expects pupils to follow a modern
curriculum, of which Enterprise in Education is
an important part | | | | | | | |
Expects Enterprise to become more important
in the curriculum. | | | | | | | |
Expects me to develop strong links with
business and industry | | | | | | | |
Consider that the school is an agent of
change for the local community | | | | | | | |
5.5 The local business
community: |
| +3 | +2 | +1 | 0 | -1 | -2 | -3 |
Value their strong links with the
school | | | | | | | |
Expects me to take a leadership role in
the school. | | | | | | | |
Expects me to be responsible for
improving educational standards at the
school. | | | | | | | |
Expects pupils to follow a modern
curriculum, of which Enterprise in
Education is an important part | | | | | | | |
Expects Enterprise to become more
important in the curriculum. | | | | | | | |
Recognises teachers' role as educators
of future employees | | | | | | | |
Expects me to establish Enterprise in
Education initiatives. | | | | | | | |
For secondary school respondents
only: expects me to provide
vocationally-based learning opportunities
for pupils | | | | | | | |
5.6 Other teachers, whose opinions
I value: |
| +3 | +2 | +1 | 0 | -1 | -2 | -3 |
Believe that they are shaping the future
aspirations and achievements of tomorrow's
society's leaders. | | | | | | | |
Believe that they are highly respected in
society. | | | | | | | |
Approve of initiatives in Enterprise in
Education | | | | | | | |
Believe that Entrepreneurs are important for
Scotland's economy | | | | | | | |
Believe that Entrepreneurs make good role
models for young people to aspire to | | | | | | | |
Believe that enterprising pupils are
important for Scotland's economy | | | | | | | |
5.7 Society expects |
| +3 | +2 | +1 | 0 | -1 | -2 | -3 |
Teachers to be role models for young
people | | | | | | | |
Section 6
6.1 Achieving my educational
leadership role as Head or Deputy Head in
the school is prevented by: |
| +3 | +2 | +1 | 0 | -1 | -2 | -3 |
Spending time on non-educational duties such
as administration | | | | | | | |
Attending PTA meetings | | | | | | | |
Time spent on budgeting for resources | | | | | | | |
Dealing with behavioural problems of
pupils | | | | | | | |
Dealing with staff shortages | | | | | | | |
Recruitment of good staff | | | | | | | |
Recruitment of appropriate staff | | | | | | | |
Lack of staff training | | | | | | | |
Dealing with staff meetings | | | | | | | |
Preparing reports for the School Board | | | | | | | |
Preparing reports for the LEA | | | | | | | |
The physical environment of the school | | | | | | | |
Developing links with business and
industry | | | | | | | |
6.2 Achieving the objectives of
Enterprise in Education is prevented
by: |
| +3 | +2 | +1 | 0 | -1 | -2 | -3 |
Spending time on non-educational duties such
as administration | | | | | | | |
Attending PTA meetings | | | | | | | |
Time spent on budgeting for resources | | | | | | | |
Dealing with behavioural problems of
pupils | | | | | | | |
Dealing with staff shortages | | | | | | | |
Recruitment of good staff | | | | | | | |
Recruitment of appropriate staff | | | | | | | |
Lack of staff training | | | | | | | |
Dealing with staff meetings | | | | | | | |
Preparing reports for the School Board | | | | | | | |
Preparing reports for the EA | | | | | | | |
The physical environment of the school | | | | | | | |
Developing links with business and
industry | | | | | | | |
Access to resources | | | | | | | |
Access to Enterprise Development
Officers | | | | | | | |
Access to Enterprise in Education Support
Officers | | | | | | | |
6.3 As Head or Deputy Head Teacher
my influence over school performance is
limited by: |
| +3 | +2 | +1 | 0 | -1 | -2 | -3 |
The nature of its catchment area. | | | | | | | |
High turnover of teaching staff | | | | | | | |
Few opportunities for CPD training available
for my staff | | | | | | | |
Staffing levels | | | | | | | |
Resources | | | | | | | |
Thank you for your time in completing this
questionnaire. Please hand the completed questionnaire to
our researcher.
We hope to complete a brief follow-up interview with you
after the Columba 1400 Academy programme.
Paisley Enterprise Research Centre
University of Paisley
November 2003
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