‘The million-dollar question’ – exploring teachers and ETB staff understanding of characteristic spirit in publicly managed schools in Ireland

Abstract

Using a mixed methods approach this study explores characteristic spirit in the post-primary publicly managed sector as understood by teachers and key school personnel of Education and Training Board (ETB) schools and ETB staff. Prior to the Education Act (1998), characteristic spirit did not apply to the ETB sector, resulting in an absence of related policy within the sector. This paper, drawing on questionnaire (n = 126) and interview data (n = 73), focuses on research participants’ understanding of characteristic spirit and how they see it expressed in their schools. Uncertainty around the meaning of characteristic spirit was common with over half of teacher respondents rating their level of understanding as average or below. Participants frequently found it difficult to articulate their understanding, even questioning its relevance and applicability to the ETB sector. When asked to illustrate the application of characteristic spirit in their own schools, many referred to the relational, implicit and lived nature of characteristic spirit. Furthermore, some participants believed that values played an important part in articulating a characteristic spirit for the ETB. The paper concludes by exploring some reasons for teacher uncertainty around characteristic spirit and proposes some possible future directions with regard to ETB characteristic spirit.

Keywords:

• characteristic spirit
• publicly managed schools
• uncertainty
• educational values
• relationships

Acknowledgements

This paper draws on data from a research project funded by Education and Training Board Ireland (ETBI) and carried out by researchers at the School of Education, University of Limerick. We would like to acknowledge the research stakeholders within the Education and Training Board Ireland (ETBI) and the six participating ETBs. We would especially like to thank all of the participating students and teachers from the eighteen schools for their willingness to participate in this work.

Notes on contributors

Mags Liddy is a Post-Doctoral Research Fellow in the School of Education, University of Limerick. Her research interests include global citizenship education and she recently completed her PhD work on teachers as overseas volunteers.

Joanne O’ Flaherty is a Lecturer at the School of Education, University of Limerick. Joanne has researched and published in the areas of the moral role of the teacher and social justice education.

Orla McCormack is a Lecturer in the School of Education, University of Limerick. Orla research interests and publications are in the area of initial teacher education, reflective practice and curriculum studies.

ORCID

Mags Liddy http://orcid.org/0000-0002-5881-8214

Joanne O’Flaherty http://orcid.org/0000-0002-8271-2129

Orla McCormack http://orcid.org/0000-0003-3248-353X

Notes

1. A publicly managed school, as defined for the purposes of this project, are schools whose patron, with responsibility for characteristic spirit, is a representative statutory public body, in this instance the ETB.

2. Community national schools are a recent development in the provision of Irish primary education. The first Community National Schools were opened in 2008 in Co. Dublin and there are now ten community national schools operating in Ireland. These schools described themselves as inclusive, multi-belief, State supported schools.

3. ETB publicly managed post-primary schools are of two kinds- ‘partnership schools’ and schools under the sole aegis of the ETB. Partnership schools for which the ETB is patron are formally referred to as Designated Community Colleges. Historically the co-trustee was a religious body; however in recent times designated community colleges have been developed with Educate Together. Schools under the sole aegis of the ETB are formally referred to as Non-designated Community Colleges.

4. A paper examining student views of their school in relation to characteristic spirit is in preparation. A paper on student moral learning and development has already been published: see O'Flaherty, Liddy, and McCormack (2017b).

5. Data collection of the views and perspectives of schools Boards of Management would have included representatives of the co-trustee in the participating designated schools. Unfortunately the response rate from schools Boards of Management was very low and so the decision was taken not to use this data.

6. Follow-up questions were asked focusing on identifying and naming the values of the school, describing the school environment or atmosphere, and on specific areas of school practices or policies.

7. Post Leaving Certificate (PLC) courses aim to develop young people’s vocational and technological skills in order to gain employment, or to go into further education. (www.citizensinformation.ie/en/education)

8. The Leaving Certificate Applied is a two year Leaving Certificate available to students who wish to follow a practical programme with a strong practical and vocational emphasis. It is one of three Leaving Certificate options offered by the Department of Education and Skills. (www.pdst.ie)

9. The John Marcus O'Sullivan Summer, 2011 took place in Tralee in June 2011 on the theme of Religion, Diversity and Publically Managed Schools in Ireland. For more information see https://www.ul.ie/news-centre/events/religion-diversity-and-publically-managed-schools-in-ireland-john-marcus-os

10. A consultative process regarding the introduction of Philosophy at senior cycle has just been completed by the National Council for Curriculum and Assessment (NCCA), the main body responsible for curriculum development in Ireland.