Attitudes towards, and experiences of, the Network for Shared School Improvement: a survey of teachers and school leaders

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Abstract

This paper reports the results of a survey of teachers in schools involved in the Network for Shared School Improvement. The questionnaire was divided into two main sections. The first section was relevant to all teachers in the participating schools and 630 responses were received; the second part was relevant only to teachers who had been involved in Joint Practice Development (JPD) activity or any other NSSI activity and 237 responses were received. The emergent picture is a very positive in relation to collaboration and school improvement as a consequence of NSSI, both in terms of the perceived culture of the schools and the experience of being involved in NSSI and related activities.Throughout the wider study we found numerous examples where teachers were trying to engage with learners as part of the wider NSSI process, but our respondents felt the opportunities to engage with pupils had been limited.
Original languageEnglish
Place of PublicationBelfast
PublisherQUB SSESW
Pages1
Number of pages31
Publication statusPublished - 24 Jan 2020

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teacher
school
experience
pupil
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Keywords

  • Education
  • Shared education
  • Northern Ireland
  • school improvement
  • Social networks

Cite this

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AB - This paper reports the results of a survey of teachers in schools involved in the Network for Shared School Improvement. The questionnaire was divided into two main sections. The first section was relevant to all teachers in the participating schools and 630 responses were received; the second part was relevant only to teachers who had been involved in Joint Practice Development (JPD) activity or any other NSSI activity and 237 responses were received. The emergent picture is a very positive in relation to collaboration and school improvement as a consequence of NSSI, both in terms of the perceived culture of the schools and the experience of being involved in NSSI and related activities.Throughout the wider study we found numerous examples where teachers were trying to engage with learners as part of the wider NSSI process, but our respondents felt the opportunities to engage with pupils had been limited.

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