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Cross-National Survey ofSchool Principal
Daniel Pop
Education Support Program
Open Society Institute
Aims of the research
Education Justice: An equal chance for every child, a real opportunity for every adult.
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• to better understand the opportunities created by school leadership for parents to participate in school life;
• to assess the extent to which equal opportunity for parental participation in school life is promoted.
Context• significantly improved educational policy• provisions to enroot school-based governance• equal education opportunity considerations built in
education policy-making • rising costs in delivering educational services
• rising unequal educational opportunity• limited school leadership and parental involvement• over-emphasized role of pupil testing in the evaluation of
overall school performance• parents cover an increasingly larger share of the costs of
their children education in SEE countries
Education Justice: An equal chance for every child, a real opportunity for every adult.
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Research question
What are the perceptions and actions of school principals in SEE countries related to furthering parental participation in practical school life, school level decision-making and in the education of one’s own children?
Education Justice: An equal chance for every child, a real opportunity for every adult.
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Specific questions • What are the school policies on parental involvement
in school life? How does school leadership ensure that the school policy on parental involvement is applied (e.g. in teaching, pupils’ interactions, etc.)?
• What factors enhance/inhibit the establishment, communication and implementation of the school’s policy on parental involvement in school life? What are parents’ opportunities to contribute to school decision-making?
• What types of involvement are promoted by the school? What steps need to be taken by school leadership to ensure the participation of marginalized groups?
Education Justice: An equal chance for every child, a real opportunity for every adult.
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Brief Description of Methodology• Period of interviewing: June, 2008• The survey of school principals• Survey conducted in Albania, Bosnia and
Herzegovina, Kosovo, Macedonia, Moldova, Montenegro, Romania, and Serbia
• Stratified random samples (regions and urban/rural)
Education Justice: An equal chance for every child, a real opportunity for every adult.
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Sample size Schools % Sample Urban Rural
Albania 1,484 100% 300 234 66
Bosnia and Herzegovina 612 100% 200 70 130
Kosova 539 100% 225 39 186
Macedonia 518 100% 200 120 80
Moldova 661 100% 296 31 265
Romania 6,123 100% 670 169 501
Serbia 1,209 100% 200 105 95
Montenegro
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Country Sample design
Albania Stratification by region reflects regional distribution in the population of schools. Urban/rural distribution in the sample is proportional to the distribution of schools in the population. The schools were chosen randomly, proportionally to their distribution in the territory. The schools were grouped also according to urban/rural distribution.
CL: 95%
CI: ±5.06
Bosnia and Herzegovina
Sample stratification was done by region and type of settlement. The sample is disproportional due to the different characteristics of the educational system in the three areas with different ethnic majorities. Urban/rural school distribution in the sample is 65:35, while in the total population it is the other way around.
CL: 95%.
CI: ±5.69
Kosova The sample is two-staged, stratified into three regions. Stratification by region was done to reflect regional distribution in the population of schools. Urban/rural distribution in the sample is proportional to the distribution of schools in the population. Within each region the survey was conducted in a number of municipalities that are representative for primary school population. At the municipality level (and depending on rural/urban distribution) random sampling of schools was applied.
CL: 95%
CI: ±5.0
Macedonia Sample stratification was done by region and type of settlement. Schools’ stratification by region was done proportionally to total population distribution.
CL: 95%.
CI: ±4.61
Republic of Moldova
Sample stratification was done by region and type of settlement. Schools’ stratification by region and type of settlement was done proportionally to total population distribution.
CL: 95%
CI: ±3
Romania Sample stratification was done by region and type of settlement. Schools’ stratification by region and type of settlement was done proportionally to total population distribution.
CL: 95%
CI: ±3
Serbia Sample stratification was done by region (four regions) and type of settlement. Schools’ stratification by region was done to reflect regional distribution in the population of schools. The urban/rural distribution in the sample is proportional to the distribution in the population of schools.
CL: 95%.
CI: ±6.33.
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General perceptions of parental participation in school life
Actions to foster parental participation in school life
Assessment of parental participation in the given
school
Opportunities for parents to engage in school life
School principals’ perceptions of the benefits of parental
participation in school life
Invitation of parents to engage in school related activities
Share of parents engaged in the three most successful
school activities
Home-school communication
Barriers to parental participation in school life
Home-school communication initiated by schoolSchool strategy to
communicate with parents
Satisfaction with meetings held with parents
Share of parents regularly participating at meetings held
by form teachers, subject teachers and school principal
School support for parents to help their children in education
Potential benefits of school support for parents to help their
children in education
Support services provided to parents to help their children
in education
Barriers to providing support services to parents to help their children in education
Parents’ involvement in school governance
Principals’ perceptions of the importance of parental voice in
school life
Decision-making authority attributed to Parents’ Council
Influence of Parents’ Council on the daily life of school
Influence of parents in general on practical school life
Contribution of parents’ representatives on the School
Board
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Sample from which schools were selected Country Original
Sample Additional Sample 1
Additional Sample 2 Total
199 69 32 300 Albania 66.3% 23.0% 10.7% 100%
224 13 0 237 Bosnia and Herzegovina 94.5% 5.5% .0% 100%
220 5 0 225 Kosova 97.8% 2.2% .0% 100%
187 13 0 200 Macedonia 93.5% 6.5% .0% 100%
145 0 0 145 Montenegro 90.06% 0% 0% 90.06%
292 4 0 296 Republic of Moldova 98.6% 1.4% .0% 100%
641 26 3 670 Romania 95.7% 3.9% .4% 100%
162 30 8 200 Serbia 81.0% 15.0% 4.0% 100%
2070 160 43 2273 Total 91.07% 7.04% 1.89% 100%
Note: In Montenegro a census was carried out, 145 schools (90.06%) of the total 161 being interviewed. 9/20
Reliability analysis (Cronbach’ Alpha) by composite and country
Albania Bosnia and Herzegovina
Kosovo Macedonia
Moldova Monte-negro
Romania Serbia All
Invitation of parents to engage in school life (8) .770 .818 .836 .837 .792 .829 .851 .844 .849 Barriers to parental participation in school life (7) .687 .645 .697 .675 .555 .713 .671 .684 .670 School principal’s perceptions of the benefits of
parental participation (4) .810 .827 .873 .883 .891 .947 .895 .906 .896
Importance of home-school activities (6) .814 .819 .884 .874 .772 .854 .846 .862 .857 The existing home-school activities (6) .765 .765 .832 .836 .756 .800 .839 .827 .836 Participation of Parents’ Council in school
decision-making (5) .845 .733 .795 .800 .832 .831 .832 .797 .825
Invitation of parents to engage in school related activities (8)
.736 .780 .826 .866 .765 .804 .764 .827 .849
School-home communication (9) .736 .822 .818 .854 .768 .926 .828 .623 .788 Parents’ influence on school life (8) .791 .779 .861 .872 .837 .814 .845 .783 .845 Influence of Parents’ Council on school life (6) .711 .699 .861 .749 .793 .868 .786 .651 .808 Contribution of parent representatives on the
School Board (3) .699 .580 .755 .674 .843 .803 .861 .644 .788
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Findings
Education Justice: An equal chance for every child, a real opportunity for every adult.
Perceived benefits of parental participation for overall school climate
Education Justice: An equal chance for every child, a real opportunity for every adult.
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020
40
60
80
020
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60
80
Albania Bosnia and Herzegovina Kosovo Macedonia
Moldova Montenegro Romania Serbia
Perc
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t
School climateGraphs by Country
Influence of Parents’ Council on daily school life
Education Justice: An equal chance for every child, a real opportunity for every adult.
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90
10
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Albania Bosnia and Herzegovina Kosovo Macedonia
Moldova Montenegro Romania Serbia
Perc
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Extent of influenceGraphs by Country
Satisfaction with contribution by the parent representatives of the School Board
Education Justice: An equal chance for every child, a real opportunity for every adult.
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010
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Albania Bosnia and Herzegovina Kosovo Macedonia
Moldova Montenegro Romania Serbia
Perc
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Extent of satisfactionGraphs by Country
Main findings
School Principals perceive parental engagement to have an important and overall positive impact on:
• school climate, • the general attitudes and behaviors of
parents towards schools, • the support that is offered to school, • pupil education outcomes.
Education Justice: An equal chance for every child, a real opportunity for every adult.
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• In all countries the actual rate of schools that deliver support services for parents to help their children education is considerable lower than that of School Principals with a positive attitude about the utility of such services.
Education Justice: An equal chance for every child, a real opportunity for every adult.
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• Principals report that parental influence on decisions taken at classroom level tends to be a common practice. However, limited levels of influence are reported by Principals in the cases of teacher performance assessment, textbook choice and school budgeting.
Education Justice: An equal chance for every child, a real opportunity for every adult.
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• Despite an overall positive evaluation by School Principals of the influence of the Parent Committees’ to involve parents in school life, in all countries the largest share view this to be only limitedly successful.
Education Justice: An equal chance for every child, a real opportunity for every adult.
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• All in all:• creating opportunities by the school for
parents to support school activities has been found to be the most favored way of engaging parents in school life
• school support to parents to help their children in education as a critical to improve overall pupils' performance
Education Justice: An equal chance for every child, a real opportunity for every adult.
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Education Justice: An equal chance for every child, a real opportunity for every adult.
ADVISORY COMMITTEE
Dzenana Trbic
Snjezana Mrse
Lana J urko
Suzana Gerzina
Igor Repac
Gordana Miljevic
CENTRAL RESEARCH TEAM
Veljko Djuric
Daniel Pop
Steve Powell
COUNTRY TEAMS
Albania
Bardhyl Musai
Mimoza Gjika
Bosnia and Herzegovina
Esad Bratovic
Ivona Celebic
Kosovo
Dukagjin Pupovci
Nora Tafarshiku
Macedonia
Suzana Kiradziska
Petar Atanasov
Moldova
Viorica Postica
Bezede Rima
Montenegro
Tamara Krivokapic
Maja Kovacevic
Milos Becic
Romania
Daniela Elena Nita
Ovidiu Voicu
Serbia
Tatjana Stojic
J elena Vranjesevic
EXTERNAL CONSULTANT
J ohanna Crighton
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Further information
The South East Europe Education Cooperation Network
http://see-educoop.net/aeiq
Education Justice: An equal chance for every child, a real opportunity for every adult.
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