The stimulation of school improvement processes: the orientation of development perspectives

Figures & data

Table 1. Frequency table – strength of schools in socially deprived areas.

Schools report strength in …
Structural quality			Process quality			Outcome quality
System level	%	N		%	N		%	N
… human resources	23%	23
… equipment & facilities	9%	9
… governmental guidelines	1%	1
School level	%	N		%	N		%	N
… composition of students	4%	4	… school leadership	37%	37	… goal attainment of the school	5%	5
… teachers	40%	40	… formal structure	41%	41
… teaching staff	12%	12	… non-formal structure	26%	26
			… goals & school program	9%	9
			… school culture	76%	76
			… cooperation between teachers	57%	57
			… cooperation with external institutions, clubs, & networks	45%	45
			… cooperation with families & parental work	48%	48
Classroom level	%	N		%	N		%	N
… composition of students	4%	4	… principles of good teaching	72%	72
			… teaching quality	7%	7
			… performance evaluation	2%	2
Student level	%	N		%	N		%	N
… prerequisites of students	4%	4	… participation & engagement of students	2%	2	… learning progress of students	5%	5
						… motivation & effort of students	15%	15
						… well-being of students	10%	10
						… transition to secondary school & career entry	5%	5
						… leaving without graduation & school absence	1%	1
						… personality development of students	7%	7
						… health of students	3%	3

Note: % = percentage of schools; N = frequencies of schools.

Table 2. Frequency table – difficulties of schools in socially deprived areas.

Schools report difficulties in …
Structural quality			Process quality			Outcome quality
System level	%	N		%	N		%	N
… human resources	42%	42	… school provider & supervisor	1%	1
… equipment & facilities	35%	35	… evaluation & educational monitoring	1%	1
… governmental guidelines	13%	13
School level	%	N		%	N		%	N
… composition of students	53%	53	… school leadership	4%	4	… goal attainment of the school	8%	8
… teachers	22%	22	… formal structure	19%	19
… teaching staff	11%	11	… non-formal structure	16%	16
			… goals & school program	5%	5
			… school culture	25%	25
			… cooperation between teachers	12%	12
			… cooperation with external institutions, clubs, & networks	17%	17
			… cooperation with families & parental work	68%	68
Classroom level	%	N		%	N		%	N
… composition of students	53%	53	… principles of good teaching	49%	49
			… teaching quality	15%	15
			… performance evaluation	2%	2
Student level	%	N		%	N		%	N
… prerequisites of students	53%	53	… participation & engagement of students	2%	2	… learning progress of students	10%	10
						… motivation & effort of students	14%	14
						… well-being of students	4%	4
						… transition to secondary school & career entry	2%	2
						… personality development of students	2%	2
						… health of students	2%	2

Note: % = percentage of schools; N = frequencies of schools.

Table 3. Frequency table – challenges of schools in socially deprived areas.

Schools that they are challenged by …
Structural quality			Process quality			Outcome quality
System level	%	N		%	N		%	N
… human resources	68%	68	… school provider & supervisor	2%	2
… equipment & facilities	64%	64	… evaluation & educational monitoring	4%	4
… governmental guidelines	30%	30
School level	%	N		%	N		%	N
… composition of students	64%	64	… formal structure	14%	14	… goal attainment of the school	2%	2
… teachers	18%	18	… non-formal structure	14%	14
… teaching staff	9%	9	… goals & school program	3%	3
… fluctuating student body	5%	5	… school culture	10%	10
			… cooperation between teachers	7%	7
			… cooperation with external institutions, clubs, & networks	5%	5
			… cooperation with families & parental work	38%	38
Classroom level	%	N		%	N		%	N
… composition of students	64%	64	… principles of good teaching	21%	21
			… teaching quality	2%	2
Student level	%	N		%	N		%	N
… prerequisites of students	64%	64	… participation & engagement of students	1%	1	… learning progress of students	3%	3
						… motivation & effort of students	9%	9
						… well-being of students	3%	3
						… transition to secondary school & career entry	1%	1
						… leaving without graduation & school absence	2%	2
						… health of students	3%	3

Note: % = percentage of schools; N = frequencies of schools.

Table 4. Frequency table – development perspective of schools in socially deprived areas.

Schools report development perspectives in …
Structural quality			Process quality			Outcome quality
System level	%	N		%	N		%	N
… human resources	15%	15	… school provider & supervisor	2%	2
… equipment & facilities	23%	23
… governmental guidelines	1%	1
School level	%	N		%	N		%	N
… composition of students	9%	9	… formal structure	32%	32	… goal attainment of the school	2%	2
… teachers	23%	23	… non-formal structure	25%	25
… teaching staff	5%	5	… goals & school program	18%	18
			… school culture	31%	31
			… cooperation between teachers	9%	9
			… cooperation with external institutions, clubs, & networks	18%	18
			… cooperation with families & parental work	22%	22
Classroom level	%	N		%	N		%	N
… composition of students	9%	9	… principles of good teaching	67%	67
			… teaching quality	11%	11
			… performance evaluation	1%	1
Student level	%	N		%	N		%	N
… prerequisites of students	9%	9	… participation & engagement of students	4%	4	… learning progress of students	18%	18
						… motivation & effort of students	8%	8
						… well-being of students	7%	7
						… transition to secondary school & career entry	3%	3
						… personality development of students	9%	9
						… health of students	7%	7

Note: % = percentage of schools; N = frequencies of schools.

Figure 1. Latent profile analysis – all schools.

Table 5. Model fit for latent profile analysis with different numbers of profiles.

	Number of profiles	Bayesian information criterion	Entropy	% in Profile A	% in Profile B	% in Profile C	% in Profile D	% in Profile E
All schools	2	1479.64	0.804	61.80	38.20
	3	1470.41	0.880	59.82	29.97	10.21
	4	1482.01	0.883	58.55	6.69	25.95	8.82
Primary schools	2	819.14	0.984	90.74	9.26
	3	812.36	0.868	42.15	9.19	48.66
	4	801.57	0.903	20.67	26.04	44.20	9.09
Middle schools	2	684.05	0.724	49.91	50.09
	3	685.68	0.829	36.83	29.55	33.62
	4	691.32	0.872	37.16	15.25	38.01	9.58
	5	699.42	0.884	34.33	24.32	18.71	13.22	9.43
Schools that perform above the statistically expected value in educational standard assessment	2	582.86	0.860	64.28	35.72
	3	573.32	0.925	62.05	22.01	15.94
	4	591.28	0.932	11.68	20.30	52.79	15.23
Schools that perform under the statistically expected value in educational standard assessment	2	640.09	0.888	60.24	39.76
	3	641.65	0.953	60.51	7.45	32.05

Figure 2. Latent profile analysis – primary schools.

Figure 3. Latent profile analysis – middle schools.

Figure 4. Latent profile analysis – schools that perform above the statistically expected value in the educational standard assessment.

Figure 5. Latent profile analysis – schools that perform under the statistically expected value in the educational standard assessment.