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Footnotes
1. We can calculate a significance value to go with Pearson correlation coefficients. This depends on the size of the correlation and the number of cases over which it is calculated. We test the null hypothesis that the correlation is equal to zero using an expression that follows the t-distribution.
2. Note here a change in the nuance of the question. Headteachers were asked to rate the proportion of the school roll who were well behaved in lessons, whereas teachers, additional support staff and pupils indicated the proportion of lessons in which pupils were well behaved.
3. The positive behaviours are ranked in terms of frequency according to mean scores. Respondents rated how often each of the 11 positive behaviours was exhibited on a 5-point scale (1 = 'all lessons'; 2 = 'most lessons'; 3 = 'some lessons'; 4 = 'few lessons'; 5 = 'no lessons'). An extra category (6 = 'don't know') was included in the headteacher questionnaire. When calculating the mean scores for headteachers, any 'don't knows' were recoded to the mid-point of the scale ('3').
4. The four additional classroom behaviours listed in the current survey were: physical violence (such as punching, kicking, use of a weapon) towards other pupils; physical violence (such as punching, kicking, use of a weapon) towards you (i.e. member of staff); pupils withdrawing from interaction with others/you; and pupils missing lessons (e.g. truancy).
5. One of the 22 behaviours in the pupil survey (pupils not letting other pupils join in with them) was not included in the school staff surveys. Three of the behaviours included in the staff surveys (general verbal abuse towards other pupils; racist abuse towards you (i.e. member of staff); and sexist abuse towards you (i.e. member of staff)) were not included in the pupil survey.
6. It is important to note here that, as previous chapters have documented, the correlations that reveal associations between teacher confidence and their perceptions of positive behaviour around the school, and associations between school support for teachers and their perceptions of positive behaviour around the school, do not establish the direction of causality.
7. The five additional behaviours around school included in the current survey were: physical violence towards other pupils (such as punching, kicking, use of a weapon); physical violence towards staff (such as punching, kicking, use of a weapon); pupils deliberately excluding others; pupils withdrawing from interaction with their peers; and pupils truanting.
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