“The effectiveness of school lies in the quality of school life” (Robin etal, 1992).
A school is an academic institution that exists within a social setting. Ward Heneveld and Helen Craig underscore the need to recognise a school as a social entity. Elaborating further, Craig and Heneveld state: “It is characterised by a clearly defined population, a complex network of formal and informal social relationships, its own unique culture within a larger community environment and an interdependence of parts within the school.” The success of a school rests on having peace with itself through a meticulous management of relationships and fostering of a spirit of interdependence.
The assumption that having correct and appropriate policy reforms, sufficient human, physical, financial and teaching and learning resources can, on its own, automatically translate into improved classroom delivery and learning outcomes does not hold water. Studies on school practice environment have proven the limitations of this assumption. Schools need more than a good policy environment and more than resources. Heneveld and Craig, in their study on factors influencing school effectiveness, noted: “National education policy reforms often do not translate into changes at the classroom level.” This means a conscious decision should be made at all times to close the gap existing between policy and school practice. This also applies to the availability of other critical supporting inputs like infrastructure and equipment, which does not at all guarantee attainment of good results. The absence of teaching and learning inputs can cripple teaching and learning, but their presence does not make academic prosperity certain.
Heneveld and Craig argue that in other jurisdictions, “the best examinations results in public schools are found in the communities with the worst mediocre staffing and material conditions for schooling.” It goes without saying that there is something else that carries a little more weight than inputs.
And this is none other than the school environment. School improvement endeavours should necessarily involve improving the environment in which students receive their learning. To achieve improved learning outcomes, each should interrogate its own culture to determine how well it is supporting teaching and learning. Setting high expectations for students, facilitating students participation coupled with positive teacher attitudes, can clearly set a school on the road to excellence. Responsible bodies within the school and outside should closely watch the process of teaching in every school. External oversight bodies should invest more time in schools to monitor, among others, utilisation of teachers and physical resources while ensuring that teachers are familiar with new curricular developments.
