A comparison of staff perceptions of behaviour in Scottish schools in 2009 and 2006

Abstract

Behaviour in schools is an enduring public policy concern not only within the UK, but internationally also. Current concern should come as no surprise as behaviour is intimately connected with policy priorities for schools, namely raising standards of attainment and promoting social cohesion. Clearly, standards are threatened where disruptive behaviour takes place and teacher time is spent on maintaining an orderly classroom rather than on the formal curriculum. This article reports findings from two major surveys of perceptions of behaviour commissioned by the Scottish Government. It locates the work in the Scottish policy context and describes the contextual framework used to guide the collection and analysis of data. It highlights a positive move in perceptions particularly amongst secondary school teachers and suggests why this may be so.

Keywords:

• behaviour perceptions
• Scottish schools
• comparisons

Acknowledgement

We gratefully acknowledge the financial support of the Scottish Government which made the research possible and its permission to publish the research findings.

Notes

1. The surveys and details of sample construction are available in an online technical annex. See http://www.scotland.gov.uk/Topics/Education/Schools/welfare/Behaviour

2. See the online technical appendix for further detail on non-response.

3. It was not possible to compare positive behaviour around the school since the scales used in 2009 and 2006 were so different as to make comparison impossible. The symbol – indicates that data were not available.

4. Attendance and absence statistics have remained constant over this period.