MINI RESEARCH PAPER

TEACHERS' PERCEPTIONS ON SCHOOL IMPROVEMENT

School Improvement
School improvement (SI) is a systematic, sustained, sustained effort aimed at
change in learning conditions and other related internal conditions in one or more
schools, with the ultimate aim of accomplishing educational goals more effectively”
(Hillman and Stoll 1994, p. 1). According to Robertson et al., (2001), SI is a process
of enhancing the way the school organizes, promotes and supports learning to deliver
quality education and enhance students' achievement. However, there are many
stakeholders (parents, headteachers, teachers, students, community at large, etc.), that
play very central role in the SI process, teachers are the essential ‘agents of change’
(Fullan, 2001a). Through classroom discussions in my SI course and reviewing
different literature I have grasped the idea that the teachers have great responsibility
on their shoulders to make the school successful (Stoll & Fink, 1996) and prepare the
students to meet the challenges of changing future society. These discussions
(particularly, great insights from our facilitator’s side) and reviews stimulated me to
look into the natural setting that whether the teachers are providing students with
relevant and up-to-dated knowledge, are making them capable enough to meet the
dire challenges of future society.
In our SI course, we all CPs1 got an opportunity to visit different schools and
organization to observe the culture and structure of those institutes and explore the
influence of culture, structure and climate on school improvement process. This paper
after giving a brief introduction of school improvement, background and context of
visited school and methodology used to collect data, gives the brief account of the
perceptions/views of teachers about successful school, their suggested changes and
their own role in school improvement process. It then talks about the implications,
recommendations and conclusion.

RESEARCH METHODOLOGY
In a group of five CPs, we visited a government primary school. Qualitative
paradigm was used to explore the school culture, structure and beliefs, perceptions
and practices of the teachers and their role as a change agent in SI process. In order to
1
Course participants at Master in Education programme at Aga Khan University-Institute for
Educational development (AKU-IED).
get in-depth insight, we used different data collection tools, such as; observation
(Appendix B) and notes taking, semi-structured interviews (Appendix C) in focus
groups and of individuals, artifacts/documents analysis and reflective journals. To
fulfill the requirement of assignment, we selected two teachers2 as our sample to
conduct interview.

Context of the school

We visited a government girls' high secondary school in Karachi, equipped
with almost all the facilities required in terms of physical structure3. It enrolls (1300)
students in (28) classrooms, with (88) teachers including the supporting staff (see
Appendix A). The school vision is "to develop students who will become curious,
confident and responsible citizens of the world, capable of critical decision making".

ANALYSIS AND FINDINGS

The findings of this paper are based on analyzing data collected in two visits
which, I feel, were insufficient for achieving a deeper understanding of school
improvement. Analyzing the collected data was an ongoing process that focused on
making sense out of the raw data by coding and categorizing them into the following
themes:

Parents' Participation and Involvement

The interviewed teachers reported a lack of support or interest from homes,

and that only few parents visit the school while others were away from the school
environment, and even unaware of their children learning and achievement. A teacher
claimed that: 'They [parents] are not coming; they are not even seeing if they
[children] are working… only few are in touch. Teachers are very helpless in front of
this' (teacher of English interview, 23/11/2009).

2
There were six male teachers and three female teachers in the visited school. But, in two of the three
visits, all three female teachers were on leave. There teachers out of six were also not available in the
school during our two visits. It was the main reason that we selected two teachers as our sample for
interview.
3
There is an extended physical structure with two huge blocks, with high walls around, gardens,
playing grounds and swings. Some other facilities such as sufficient teaching staff (two M.Ed. from
AKU-IED), separate labs for physics and computer, music education facility, library, art room, separate
offices, staff room, notice boards, washrooms, furniture and. canteen.
 Undoubtedly, this indicated that the link between the school and home/parents
was missing. Similarly, it reflected a gap and undeveloped trust or friendly
relationship between the school and parents. When asking about what was done to
solve this problem, teachers only blamed parents for being careless about supporting
the school. Hence, a question arises: what is the role of school leadership/teachers in
bridging gaps and encouraging parents' participation in school improvement?

Students Achievement and Self-Esteem

Many teachers pointed out that the school witnessed a decrease in students'
attendance and achievement during the last seven years. Even, I myself observed that
the Students Achievement Board was not updated since 1997. When asking about the
reason of this declination, some teachers replied that:

Sometimes because the media affects them [students]. They are not doing their
work. They are not working hard. They are disturbed and became also greedy.
They just want brought everything they want. They are doing tuition in other
institutes. They are satisfied with paying money there.
(teacher of science interview, 23/11/2009)

According to my observation, additional reasons might affect students'

achievement. For instance, the corporal punishment which I observed in the school; a
student was punished because her mother could not come to meet the principal. In
another scenario, late students were asked to clean their classes because, according to
the management's/teachers' justification, teachers did not want staff to disturb classes
when accomplishing their duty.
In my opinion, such incidents which create unsupportive environment can
affect students' self-esteem and morale, and even cause some students' unwillingness
to come to school or to have interest in learning.

Teaching/Learning Process and Teachers Professional Development (TPD)

The observed classes reflected the traditional method of ‘Talk, Chalk and
Walk’; with rote-memorization and teacher-centered approach. Teachers were aware
that new teaching strategies (i.e. using visual aids, classroom activities, and activity
based teaching) should be implemented, but the question was: who would initiate this
step? Should not trained teachers, who were promoted by the government to attend
advanced training, utilize their experiences?

Moreover, professional and trained teachers admitted that they were

ineffective in changing their teaching practices or implementing their experiences in
classes. When asked about the reason, some argued that they preferred to conduct
workshops in other schools to earn money because neither their school nor
government promoted them. However, they admitted that the principal trusted them
and had no object towards applying new activities. Again, questions arise: if the
principal is flexible and cooperative, so why do not professional teachers invest their
knowledge and learning? How can the principal motivate teachers to be effective
agents of change? Should not teachers aim for more meaningful education for the
benefit of students and society?

DISCUSSIONS AND RECOMMENDATIONS

Teachers' perception is significant and useful in identifying 'school capacity

for improvement', and it provides a 'rich source of data' (MacBeath, 1999, cited in
McCall et al. 2001). So, eliciting teachers' perceptions of school improvement and
their role in bringing about change was helpful in viewing a good school as the one in
which: 'teachers should be very alert, dutiful, punctual, and above all they should be
very hard working and honest. …Good school aims to educate students and establish
positive attitudes' (teacher of English interview, 23/11/2009).

Hence, the data suggested that collective work and the sense of duty should be
high among teachers to support each other and to work towards their school
improvement. Undoubtedly, if a school has sufficient resources and a culture of trust,
respect, sharing, and high sense of responsibility, these elements will play a 'powerful
role' in changing the school (Stoll & Fink, 1996). Moreover, I believe that 'school's
readiness for change' depends on individual teachers' readiness and initiatives to
improve (Stoll & Fink, 1996). Teachers expressed a willingness for cooperating with
others, as a teacher argued: 'If we accept each other, coordinate, and teachers support
others, we can make things better in the school. …I always want that everyone
supports me, helps me to go empowered' (a teacher interview, 20/11/2009).

Similarly, teachers explained that professional development would be

potential for changing their school. Furthermore, they recognized that they had to
focus their energies and efforts on improving their performance. Therefore, they
suggested having opportunities to sit in their subject area groups to discuss issues
related to their subject content and teaching practices. So, unless teachers implement
their experiences, change in teaching will remain superficial (Sykes, Floden &
Wheeler, 1997).

In addition, teachers emphasized that parents' involvement in the

teaching/learning process was essential in supporting students' learning and school
improvement. They understood that, parents "share the responsibility for the child's
education" (Safdar, 2005: 182). They built on parents' engagement in school activities
and on following up with the school management for their children learning.

Depending on my experience that I have developed during the School

Improvement course discussions, I suggest the following strategies to change the
existing state of this school form a 'strolling' into a 'moving'/improving school:

- This school needs to restructure its internal capacity because the

"school rather than the government, ministry or district is in the driver's seat,
setting its own direction and adapting mandates creatively to fit its vision"
(Stoll & Fink, 1996: 54-55). Since the school has almost all the required
facilities4, what needs to be done is to develop an organizational culture of
trust, respect, motivation and accountability. Therefore, the principal should
facilitate teachers' utilization of existing resources, and activate their
involvement in planning school improvement because willingness and active
efforts can facilitate change (Fullan, 2001a). This will require the current
situation of the school to be replaced with positive initiatives like involving all
the stakeholders in decision making and developing a vision. The principal can
also communicate to the authorities the need for school improvement and
teachers' motivation and professional development.

4
As mentioned earlier, the school is well equipped with furniture and the required facilities such as
computer-lab, physics and science lab, library, playground, large buildings, offices, classrooms,
teachers and supporting staff, including the principal, vice-principal, subject coordinators and others.
 - However, to develop a shared vision, achieve goals and improve
collegiality among teachers, a strong leadership is required (Sergiovanni,
1998). Since the principal is the most likely person to shape the school
conditions for achieving success (Fullan, 2001b), it is recommended that the
principal should be trained to understand how distributed leadership can be a
powerful factor in enhancing teachers' performance and students
achievements.

- On another level, involving all stakeholders5 in planning school

improvement enhances the quality of learning. Therefore, school
management/teachers should be flexible with parents, build trust relationships
and involve them in some learning activities inside/outside the school to "build
bridge between home learning and school learning" (Safdar, 2005: 186). I
recommend initiating volunteer programs and engaging parents in applying
them, or at least, parents can be asked to start with facilitating a child learning
at home (Tinzmann et al. 1990).

CONCLUSION
To conclude, when school improvement is achieved, schools tend to have a
"significant effect on improving the quality of school education for children and
ultimately on changing the society and nation they belong to" (Rettalick and Datoo,
2005: 24). Building on this, I understand that school improvement is significant for
the benefit of the whole school and society. Since schools are the 'reflection of
society’, so they are a major source that will help to trigger social changes.

This experience has helped me to get more insights into school improvement
which depends on all stakeholders' efforts to initiate change. As agents of change,
teachers should be supported in adopting, as a first step, classroom level initiatives
that reflect new positive approaches for school improvement. Unless such effective
efforts are done to create opportunities for change, schools will move form effective
schools into 'sinking' or ineffective ones, and quality education will not be achieved.

5
They are students, teachers, parents, people in authority, principals, head teachers, subject
coordinators, and the community/society.
REFERENCES

Fullan, M. (2001a). Leading in a culture of change. San Francisco: Jossey-Bass.

Fullan, M. (2001b). The new meaning of educational change. New York: Teachers'
College.

Hillman, J., & Stoll, L. (1994). Understanding School Improvement. School

Improvement Network Research Matters, 1, 1-4.
McCall, J., Smith, L., Stoll, L. et al. (2001). Views of pupils, parents and teachers:
Vital indicators of effectiveness and for improvement (pp. 74-101). In J.
MacBeath & P. Mortimore (eds.), Improving school effectiveness. Buckingham
University Press.
Retallick, J. & Datoo, A. (2005). Transforming schools into learning communities
(pp. 1-25). In J. Retallick & I. Farah (Eds.), Transforming schools in Pakistan:
Towards the learning community. London: Oxford.

Robertson, P., Sammons, P., Thomas, S. & Mortimore, P. (2001). The research design
and methods (pp. 37-50). In J. MacBeath & P. Mortimore (eds.), Improving
school effectiveness. Buckingham University Press.

Safdar, Q. (2005). Parents as partners in the learning community (pp.182-198). In J.

Retallick & I. Farah (Eds.), Transforming schools in Pakistan: Towards the
learning community. London: Oxford.

Sergiovanni, T. (1998). Leadership as pedagogy, capital development and school

effectiveness. International Journal Leadership in Education, 1(1), pp. 37-46.
Sykes, G., Floden, R., & Wheeler, C. (1997). Improving teacher learning in
Thailand: Analysis and options. A report to the Office of the National
Commission (#21/2540), Bangkok, Thailand.
Stoll, L. & Fink, D. (1996). Changing our schools: Linking school effectiveness and
school improvement. Buckingham: Open University Press.

Tinzmann et al. (1990). Why should schools be learning communities? NCREL, Oak
Brook.

APPENDIX A
Brief Introduction of the School Context and Background

The school was established in (1952). It consists of two huge buildings that
cover classes from grade (6- 12). The school enrolls (1300) students, belonging to low
socio-economic background. There are (28) classrooms totally with big sizes that
range between (50-70) students, except for class (11) and (12) where the strength is
(30) students. There is a team of 88 persons including teachers and non-teaching
(supporting) staff. This supporting staff consists of three guards, one assistant clerk,
one senior clerk, one gardener, one cleaner and three massi.
As for the school hierarchy, it includes the principal on the top, then the vice-
principal, subject specialists, high school teachers, junior school teachers, home
economics teacher, commerce teacher, oriental teacher, workshop instructor and
computer lab instructor.
Regarding teachers training opportunities, there are many such as
Government Workshop Department, Non- Government Organizations Workshop and
City Government Programme. Furthermore, the school has had a School Improvement
Committee.
Concerning the school achievement, the school is a member of the
Connecting Class Programme which includes five schools from Karachi cooperating
with five schools in UK through video conferencing and students exchanging letters
and cards with their counterparts. The motto of this programme is "Let's work
together and be happy". In addition, the school has a Youth Exchange Programme in
which two students are sent to USA where a family adopts them for a year. Then, the
students come back to resume their study in their own schools and convey their
experiences to their fellows. Moreover, the school has some English medium classes,
an out of five sections they have a one section of English medium.

APPENDIX B
Teachers' Interview Guideline

1- In your opinion, what is the definition of a good school?

2- As a teacher, what are the challenges that you face in your school?
3- As a teacher, what are the methods that you use for teaching your
subject?
4- Do you think these methods are effective? Why?
5- Do you think there is a need for bringing a change in the current
teaching practices? Why?
6- How do perceive the relationship between the school/teachers and
parents?
7- If there is a gap in this relationship, what do you suggest to bridge this
gap?
8- If the relationship is strong, what are the factors that support this
relationship?
9- As a teacher/principal, what is your role in bringing about change and
improving the school?
10- What do you suggest to achieve this change and improvement?
 APPENDIX C
Classroom observation checklist

Class Level__________ NO. Of students_____________

Subject_________________ Time/Date__________________

S# Indicators yes No
1 Planning
• The teacher has unit plan
• The teacher has daily
lesson plan
• Objectives are SMART
• Strategies/activities are
clearly mentioned

2 Subject Knowledge
• Has sufficient
understanding of the subject
knowledge
• Explains the concept in a
simple and clear way
 • Gives examples from
daily life going beyond the text
book
• Links with previous
lesson
• Speaks fluently and
accurately in English/Urdu
3 Method of teaching
• The teacher gives clear
instructions
• Involves students in
group and pair work
• Pays individual attention
• Facilitates the students
during group and pair work
• Manages time properly
for each activity
• Voice is clear and
audible to all the students
• Keeps proper eye contact
with students ( focusing all
student)
• Asks creative questions
to develop students thinking skill

4 Lesson evaluation
• Checks students learning to see
whether the objectives were
achieved or not
• Reflects on the lesson delivered
and students learning
• Focusing on slow learners
• Revise the need improvement
 areas
• Keeps test records

5 Relationship with students

• Polite and caring
• Strict with rules
• Feels students special
needs
• Frank and friendly with
the students
• Encourages students
questions