School self-evaluation for school improvement: Examining the measuring properties of the LEAD surveys
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Authors
Antoniou, P
Myburgh-Louw, J
Gronn, P
Publication Date
2016Journal Title
Australian Journal of Education
ISSN
0004-9441
Publisher
SAGE Publications
Volume
60
Pages
191-210
Language
English
Type
Article
This Version
AM
Metadata
Show full item recordCitation
Antoniou, P., Myburgh-Louw, J., & Gronn, P. (2016). School self-evaluation for school improvement: Examining the measuring properties of the LEAD surveys. Australian Journal of Education, 60 191-210. https://doi.org/10.1177/0004944116667310
Abstract
<jats:p> Research evidence suggests school self-evaluation with the participation of school stakeholders could improve teaching and learning. Identification and use of appropriate self-evaluation frameworks, however, is not an easy task for schools. Such a framework, the LEAD School Effectiveness Surveys, has been developed by Independent Schools Victoria in Australia. The LEAD suite of school stakeholder surveys enables schools to evaluate their overall effectiveness in several domains and make informed decisions for school improvement. This article evaluates the reliability as well as the face, content and construct validity of the LEAD surveys and discusses the ways in which school self-evaluation results could contribute to school improvement. Data were gathered from a total of 119,749 students, teaching staff, general and parents taking the LEAD Surveys in 112 independent (non-government) schools and followed a five-year longitudinal design from 2009 to 2013. The results support the reliability as well as the face, content and construct validity of the LEAD surveys. The importance of evaluating the measuring properties of instruments used for school self-evaluation is discussed and suggestions for school self-evaluation are provided. </jats:p>
Sponsorship
Independent Schools Victoria (Australia)
Identifiers
External DOI: https://doi.org/10.1177/0004944116667310
This record's URL: https://www.repository.cam.ac.uk/handle/1810/260767
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