Factors That Contribute to Successful Schools: a Caribbean Perspective

Copyright © 2014 by Eulalie Daley-Semper.

Library of Congress Control Number:    2014917948

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CONTENTS

Chapter One: Introduction

Chapter Two: Leadership And School Success

Chapter Three: Research Methodology

Chapter Four: Exploring Different Stakeholders’ Perceptions of School Success in Antigua: Results from the survey

Chapter Five: Exploring Stakeholders’ Perceptions Of Factors That Influence School Success An The Contribution Of The Prinicipal Presentaion Of Findings From Open-Minded Questionnaires And Face To Face Structured Interviews

Conclusion Chapter Six: Dicussion Of The Findings On Factors That Contribute To School Succes And Principal Leadership

References

Appendix A

Appendix B

Appendix C

Appendix D1

Appendix D2

Appendix E

Appendix F

Appendix G

Appendix H

Appendix I

Appendix J

Appendix K

Appendix L

Appendix L Cont’d

Appendix M

Appendix N

Appendix O

Appendix P

CHAPTER ONE

Introduction

1.1: Aims of the Study

The aims of this study are to investigate the factors, which are perceived to contribute to the creation of successful secondary schools in Antigua and to explore the perceptions of impact of principals’ leadership on their schools’ academic success from the perspectives of different stakeholders.

1.2: Rationale for Study

One of the major concerns of educational stakeholders is the impact of school on students’ learning. Different researchers have focused on students’ academic results as a major criterion for success (Rutter et al 1979; Mortimore et al 1988; Reynolds & Creemers, 1990; Murphy & Datnow, 2002). Different Researchers also indicate various key factors that contribute significantly to schools’ effectiveness in promoting better student outcomes. Leadership in schools can be considered as one of the factors that helps to promote better student outcomes (e.g. Bass, 1990; Gezi, 1990; Yukl, 1994; Heck & Marcoulides, 1996; Leithwood, Jantzi & Steinbach, 1999; Day et al 2001). However, from my personal and professional experience in the Caribbean, there is little evidence of the impact of ‘good’ leadership on student outcomes.

My experiences with schools in the country whether government, private or parochial reveal that most reflect a similar managerial style where the head teachers are generally autocratic in their approaches to school leadership. Some of these schools are considered to be more successful than others since success is officially measured by the Caribbean Secondary Education Certificate (CXC) results at the end of secondary school. Therefore, one may assume that there could be other crucial factors other than principal leadership style which may be responsible for the variation in schools’ success.

Some critics may argue that to relate success to the failing or passing of an external examination is too narrow a focus, but this research did not seek to justify or clarify the meanings of success but it mainly sought to explore stakeholders’ perceptions on the issue of school leadership and academic success.

The intention in this study was to ascertain whether the perceptions of successful schools by educational stakeholders in Antigua are the same as that expressed in the wider literature and to identify similarities or differences between these definitions and perceptions of successful schools. Additionally, gaining insight into the relationship between principal leadership and successful schools within different geographical locations, socio-economic conditions and cultural expectation provided useful information for educational stakeholders in Antigua.

I was always conscious of my role as an insider researcher and knew that as insider I possessed deep insights of the school systems and practices and knew that this could have made it difficult to interpret information objectively. However, I agree with Ellis (2004) who argues that an insider researcher is co-participant in the research process and as he/she positions himself in relation to participants that such a researcher can provide multiple insights necessary for data collection, interpretation and representation.

1.3: Synopsis of the Antigua Education System

1.3.1: Introduction

The educational system in Antigua is based on the British system, which has grade levels called Forms. Presently, there are forty-five primary schools and thirteen secondary schools on the island. Primary and secondary education is mandatory for pupils between the ages of five and sixteen.

Geographical locations, local populations and historical legacies may all be factors that should be considered when doing research so that interpretations may be better understood within a contextual framework. Therefore, this chapter provides a synopsis of the context of the Antigua Educational System.

1.3.2: Location and Population

Antigua is located 17.3° North Latitude and 61.48° West Longitude and is a part of the Leeward Islands in the North Eastern Caribbean.

Antigua is 442km and has a population of 74,000 persons scattered in six parishes – St. John, St. Mary, and St. Paul, St. Peter, St. Phillip and St. George. The capital, St. John, has a population of 42,000 persons.

1.3.2.1: Education Sector Overview

The delivery of education and training is the primary responsibility of the Ministry of Education (MOE). Education is delivered at the following levels:

1.3.2.2: Level And Age

Early Childhood Education/Pre-Primary:3 – 5 years;

Primary: 5 – 12 years;

Post Primary: 13 - 15 years;

Secondary: 12 – 17 years;

Tertiary: 17 years and over.

1.3.3: Education Goals

The Government of Antigua aims to provide access, equity and quality education to all citizens regardless of socio-economic background.

The draft five year plan developed by the Ministry of Education seeks to address the following areas:

a. access to education;

b. curriculum development;

c. institutional strengthening;

d. maintenance of school plants; and

e. human resource development.

The Government of Antigua strongly believes that the development of human resources is the key to national development. It has therefore mandated that schooling for its young citizens should be compulsory and free for the age group five to sixteen (5 - 16) years.

1.3.4: Levels of Education

1.3.4.1: Pre- Primary Education

Pre-primary or Early Childhood Education is undertaken by private individuals and the church, with technical assistance from the Government of Antigua. Enrolment at this level is 3,024.

1.3.4.2: Primary Level

There are thirty (30) public and twenty-six (26) private schools in the state. The student population at this level is 11,594. Schools are divided into three (3) zones for administrative purposes.

1.3.4.3: Secondary Level

There are nine (9) public and four (4) private schools with a student population of 4,788. Five (5) of the nine (9) public secondary schools are located in St. John’s. Education at this level is structured to meet academic demands and to provide technical and vocational skills in preparation for the world of work. However, it must be noted that two of the nine public secondary schools are single sex schools and are considered the top performing schools on the island. Students who attend this school are most likely to be those who passed in the top 100 when they sat the Common Entrance Examinations.

1.3.4.4: Tertiary Level

There are three main tertiary level institutions in Antigua via:- the University of the West Indies School of Continuing Studies, the Antigua State College and the Hotel Training School. The Antigua State College has an enrolment of over 800 students.

1.3.5: Overview of the Education System

The non-discriminatory educational system is funded by the state at all levels with nine years of education compulsory. At 5 years old, a child enters the primary school system, progressing to the secondary school system when he/she reaches the age of 11 or 12. Entrance into the secondary system requires successful completion of the common entrance examinations. The state provides full five-year secondary education, where the students are equipped to take what are referred to as Ordinary Level (O’ Level) exams, specifically the Caribbean Examination Council or Cambridge University examinations, mainly for privately registered students on a smaller scale. These exams are also used to prepare the students for college and university level courses. Some of the students take the Advanced Level (A’ Level) exams offered by Cambridge University, which gives them entrance into the regional University of the West Indies or, if they desire, to foreign universities.

It must be noted though, that students enter secondary schools in two ways: Most enter mainly through the annual Common Entrance Examinations. Those who pass will generally be placed in the secondary schools closest to their homes. However, there is an exception for the top one hundred (100) students who are given a choice as to what schools they wish to attend. This therefore accounts for the differences in the prior attainment levels of students that enter certain schools. Most students in the top 100 tend to choose either the top girls’ school called Antigua Girls High School or the top boys’ school called Antigua Grammar School.

The second way that students can enter the secondary school is through the post primary examinations. These students would have previously failed the common entrance exam but may be given a further opportunity to write the exam two years later where they have the option of going to third form in one of the secondary schools should they be successful at this second attempt to attend a secondary school. If they are not successful they would be given the choice of attending the youth skills Centre and pursue technical or vocational courses at the age of 16. These students may stay at the post primary class for as long as they desire or they may choose to ‘drop’ out after the age 16.

This is an overview of the educational system within which the researcher sought to gather and analyze the perceptions of stakeholders from secondary schools in Antigua on school leadership and successful schools.

1:4: Education Act

Providing information directly from the Laws of Antigua Education Act will provide useful information as it relates to the structure of the system and more specifically to the roles and responsibilities of Principals in Secondary Schools.

The Chief Education Officer shall, as respects all of Chief public schools, be responsible for the exercise and performance of such powers, duties and functions as are prescribed and in particular-

(a) the supervision, inspection and revision of the programme of education required by the curriculum;

(b) ensuring that school premises, property and stock are protected against improper use;

(c) the submission of reports on matters relating to the discipline of teachers;

(d) the conduct and supervision of courses of induction and training for untrained teachers as well as courses for other teachers;

(e) the observance of the provisions of this Act and any regulations made pertaining to the conduct of schools;

(f) arranging for the approval of such leave to teachers as may be granted them in accordance with any regulations made under this Act;

(g) considering and assessing the confidential reports of teachers;

(h) (h) furnishing such returns as may be prescribed or required at any time by the Minister;

(i) dealing with all other matters of organisation, management and administration as may be referred to him by the Minister; cooperating with appropriate authorities in the exercise of authorised schemes.

An Education Officer has jurisdiction and shall be responsible for the enforcement of compulsory school attendance in respect of all children of compulsory school age in any district.

Subject to the provisions of this Act and any regulations made, Head teachers of schools shall be responsible for the day to day management of their schools including-the supervision of the physical safety of pupils;

(a) the suitable application of the syllabus in conformity with the needs of the pupils of the school, and the administration of the school’s programme;

(b) allocation and supervision of the duties and responsibilities of members of their staff;

(c) the discipline of the school;

(d) teaching;

(e) proper protection of school buildings and other facilities;

(f) the proper use of school equipment and stock;

(g) the keeping of proper records;

(h) the furnishing of such returns as may be prescribed or required by the Minister; at ensuring the observance of the provisions of this Act and any regulations made thereunder in their respective schools.

1.5: Brief History of Antigua

Antigua, Barbuda and Redonda form the independent nation of Antigua and Barbuda, within the Commonwealth of Nations. They are part of the Leeward Islands in the West Indies. The island nation located in the eastern Caribbean Sea was populated by Amerindian tribes when Christopher Columbus discovered it in 1493. He named the island Santa Maria de la Antigua. Settlements by the Spanish and French were succeeded by the English who formed a colony in 1667. It became independent in 1981, after more than three centuries of British colonial rule, and brief occupations by France in the 17th and 18th century. During this time slaves were brought to the islands.

The country is a parliamentary democratic state with the British queen as monarch. The ethnic groups comprise almost entirely of African origin, however, there are few groups which comprise of British, Portuguese, and Levantine Arab origin.

Christianity is the religion of the vast majority of the population, with about three-fourths of the people belonging to Protestant denominations, mainly Anglican, Moravian, Methodist, and Seventh-Day Adventist. There are also Roman Catholics, Jehovah’s Witnesses, and Rastafarians. Family and religion play an important role in the lives of Antiguans. Most Antiguans attend religious services on Sunday, although there is a growing minority of Seventh-day Adventists who observe the Sabbath on Saturday.

1.6: Historical context of the Educational System in Antigua

For most of their history, the churches of Antigua and Barbuda were colonial institutions—overseas branches of England-based churches, whose pastors were in control. Many of the schools started off as mission schools where only a select few were exposed to educational development.

During the 18th century, education was left to the home and to charity. In 1838, just after emancipation, the sum of sterling 30,000 was made available to the church for the start of elementary education. Even after the abolition of slavery, education remained uncommon; early efforts were conducted mostly by Christian churches. The limited availability of schools, especially beyond the primary level, and the elitist curriculum intensified class divisions in colonial society. A dual system of education, characterized by government run primary schools and private secondary schools, effectively barred a large part of the population from attaining more than functional literacy. However as time progressed, education was seen as the way to escape poverty and a passport to a better life and so education was placed high on the agenda of the working class people and the government continued to place great emphasis on education and elementary and secondary education were offered free to all citizens of Antigua.

One cannot move forward without some legacies of the past and there is little doubt that the historical context of the twin island state of Antigua and Barbuda would tend to influence its present operations and would have an impact upon the perceptions of its people.

1.7: General Information on the three groupings of schools

The schools were categorized into three groups. Higher, middle and lower attaining schools and the following descriptions of each type of school provides useful contextual information that can be used to help readers get a better understanding of the historical context under which each grouping of school operates. Due to the small size of Antigua and the small number of schools any school described will be easily identified. However this will not breach issues of confidentiality since the information given is public knowledge and serves as useful information for the context of this study.

1.7.1: Higher Achieving Schools

School A is an example of a higher achieving school and began its existence in 1844 with 11 students under the motto Semper Virens (Always Flourishing). It began as a private single-sex school. Whites, colonial servants and planters were initially its main patrons. It later opened up to the coloured middle class It was founded as an Anglican school and owed its existence to the Middle Class Education Act of 1882. Presently it is owned by the Government of Antigua and Barbuda. The present site was erected for military purposes and therefore lies secluded in what seems like a world of its own. It is located in the city; however, its peaceful and pleasant atmosphere is a direct contrast to life in the city.

1.7.2: Middle Achieving Schools

School B is a mixed middle achieving school and was founded in 1934 and started with eight students. It is located on the outskirts of the city and lies adjacent to two other government schools and one Primary.

The mission statement of the Blue Vale Academy* is to support the personal growth of its students spiritually, physically, socially and emotionally in the development of attitudes, knowledge and skills, thereby preparing each person for professional service to the country and to God.

1.7.3: Lower Achieving Schools

School C is a mixed rural school located close to the main road, which makes it easily accessible. The school began in the 1970’s, and its student population comes from the surrounding communities. The school’s motto is: From Realization to Possibility. The school begins each school day with assembly and prayer. This school is overpopulated and has many students who are from disadvantaged backgrounds.

1.8: Research Aims

The research aims that will be explored in this project are to:

1. Identify the perceived factors that contribute to successful schools in secondary schools in Antigua from the perspective of different stakeholder groups.

2. Investigate the extent to which school principals are seen to have contributed to these factors.

3. Compare perceptions in different groups of schools according to their level of academic success.

4. Explore concepts of leadership in different groups of schools in Antigua

1.9: Key Questions

1. What are the perceived factors which have contributed to academic success in Antigua?

2. Is the perception of success held in the same perspective by all stake-holders?

3. How do stakeholders perceive leaders’ contributions to students’ academic outcomes?

4. What are the concepts of leadership by stakeholders?

1.9.1: Brief Description of the Research Project

The title of this study is: Perceptions of leadership and the perceived factors that contribute to academic success in secondary schools in Antigua.

1.9.2: Brief Description of Research Design

A mixed method research design was adopted for this study.

1.9.3: Methods

Survey, open-ended questionnaires, face to face semi-structured interviews

There are two sections in the survey.

1. Section A (perception of factors that contribute to successful schools)

2. Section B (perception of leadership contribution)

Through a review of current literature and research on school effectiveness and improvement and the conducting of an original study, the study sought to explore the perception of principal leadership in Antiguan secondary schools and the perceived factors that influence school success in this context so that there can be a better understanding of these factors as they relate to secondary schools in Antigua and to contribute to the wider research literature on leadership.

1.10: Operational definitions

Success (or more specifically Academic Success") is measured by the amount in percentages and quality of CXC and/or Cambridge O-level passes gained by a secondary school over the past five (5) years.

School Leadership/Principal Leadership refers to the style and quality of leadership demonstrated by principals of the schools as perceived by different stakeholders.

Antigua Antigua and Barbuda is a twin island state and the larger of the two islands is Antigua. Due to limitations of the researcher, the study was conducted on the island of Antigua and did not include the schools in Barbuda. Therefore, the term Antigua is used throughout this study instead of Antigua and Barbuda.

CHAPTER TWO

Leadership And School Success

2.1: Introduction

After decades of educational research, it is widely proclaimed that principal leadership plays a critical role in school improvement (National Commission on Education 1995; Cotton 2003) and impacts student outcomes (Gray 1990; Maden 2001; Marzano 2003; Marzano 2005; Organisation for Economic Cooperation and Development 2006). Other research studies support the idea that principal leadership has an indirect impact on students’ learning (Mulford 2003; Leithwood et al. 2004; Robinson et al. 2007).

Leithwood et al. (2007) in a major review of principal leadership captioned The Seven Strong Claims of Leadership, confirm that principal leadership plays a key role in student academic attainment, and is second only to teaching and classroom learning. Day et al (2009) in the largest study to date on contemporary leadership conducted in England found in their research on effective leadership and pupil outcomes that heads in successful schools play a major role in student attainment.

This interest by so many international researchers show that the issue of school leadership and its influence on academic outcomes continue to be a major issue in the international arena (Bell, Bolam and Cubillo, 2003; Leithwood et al 2004; Marzano, Waters and McNulty, 2005, Nettles and Herrington 2007). Southworth (2004, p. 98) argues that leadership practices contribute to the outcome desired by schools but the contribution is always mediated by other people, events and organizational factors.

In spite of the abundance of studies, some of the Caribbean islands remain virtually unexplored on the issue of principal leadership and school success. I have always been interested in finding out more about the role of leadership in securing academic success in schools. The micro-managing of schools and classrooms often left me as a teacher frustrated and annoyed. I believe that principals should be able to lead their schools in such a way so that parents, teachers and students could feel that they are an important part of the learning process. Gilbert and Fitz (2009, p. 4) point out that school leaders are the curators of education and stewards of the learning environment. This research gave me the opportunity to pursue a better understanding of the leadership role in facilitating school success.

During my preliminary classes on leadership the debates on school leadership reflected that many educators agreed that a school leader is the key to a school’s success. I examined the research on principal leadership and realized that many different researchers found that principal leadership is central to school improvement and more often than not, schools that were failing were characterized by leaders who did not meet the characteristics of good leadership. I wanted to find out more and relate it to the context of Antigua and therefore welcomed the opportunity to conduct research in my country to find out if the leadership theory would hold true. Hence, this research provided the opportunity for the exploration of a subject that has the potential of offering rich and fresh perspectives on a popular yet fundamental issue. I recognize that while some of the perceptions of leadership are consistent with that expressed in the wider literature that significant differences have been identified that can extend the views held on school leadership and school success.

This research project explored stakeholders’ perceptions of principal leadership and academic success and has been divided into three sections which include general areas that relate directly to the topic under investigation.

• An analysis of the definitions of successful schools, the exploration of the key characteristics of successful schools and ways in which school leaders influence these characteristics.

• The exploration of concepts and theories of principal leadership in order to investigate relationships between principal leadership and a school’s academic success.

• The analyses of different studies on school effectiveness and school improvement research projects in order to identify and synthesize key findings, so that comparisons could be made to the Antiguan context.

2.2: Successful Schools

There are varying conceptual definitions of a successful school. Fullan (1992) suggests that purposeful leadership, teacher collaboration and a central focus upon learning outcomes are characteristics of successful schools. Darling-Hammond et al. (2007) define school success as providing an education that is academically rigorous while being relevant, responsive and connected to students’ cultures; and suggest that success also includes the schools’ ability to retain students through to graduation. The environment in a successful is characterized by caring, respectful relationships with students and families, and the school offers a range of supports tailored to bolster learning. The Alabama Best Practices Centre (2007) reports that successful schools are staffed by principals and teachers who expect every child to learn at high levels where shared, rigorous expectations drive student achievement. In successful schools stakeholders are satisfied with what happens at the school. Expectations are high and relationships are positive. Successful schools help all students to understand that they can make important contributions to the society.

However, many educational stakeholders tend to support the position that, if a school is to be considered as successful, there must be an emphasis on academic achievement that places them above their counterparts in terms of academic performance (Day et al. 2001). Ubben and Hughes (1992) state that principals could create a school climate that will improve the productivity of both staff and students, in a success-oriented environment.

Academic excellence is not an isolated feature in any educational organization (Hogan and Donovan 2005). Literature review and research on successful schools clearly reveal that in schools where academic achievement is high, there are