Does School Organizational Process Matter for Educational Outcomes in England?

Amira Elasra

doi:10.33844/ijol.2020.60509

Abstract

Most of the existing literature have shown that the educational production function approachhardly accounts for the school organizational process variables. This paper examines theteacher and school organizational effectiveness impacts on English students’ both cognitiveand affective outcomes using the Context-Input-Process-Outcome model. Using theLongitudinal Study of Young People in England, the primary finding is that teachers matter.Teachers play a significant positive moderate role in improving students’ cognitive outcomeyet a much bigger role in improving their affective outcome. Although the paper proved thatschool organizational process inputs are important in explaining students’ outcomes, themoderate magnitude of some of these inputs on cognitive outcome reflected that studentrelated inputs such as academic self-schema and attitude towards continuing to highereducation could play a major role in explaining such outcome.

Highlights

Introduction and MotivationDespite the expansion of the literature on the implications different inputs have on students’ educational outcomes, empirical research has so far lacked, in some instances, the full capacity to provide unequivocal findings
Education specialists rely on what is known as school effectiveness analysis, while on the other side economists rely on more quantitative analysis under the general framework of educational production functions, known as input-output or cost-quality analyses (Levaččićć & Vignoles, 2002; Knoeppel, Verstegen, & Rinehart, 2007; Kyriakides, 2005)
Nine indices were constructed for the nine judgements reflecting school overall effectiveness (OE, α = .80), achievement and standards (AS, α = .86), personal development and well-being (PDW, α= .94), the quality of provision (QP, α = .81), leadership and management (LM, α = .89), the extent to which schools enable learners to be healthy (ESELH, α = -.56), the extent to which providers ensure that learners stay safe (EPELS, α = -1.35), the extent to which learners make a positive contribution (ELMPC, α = .80) and the extent to which schools enable learners to achieve economic well-being (ESELEW, α = .22)

Summary

Introduction

Despite the expansion of the literature on the implications different inputs have on students’ educational outcomes, empirical research has so far lacked, in some instances, the full capacity to provide unequivocal findings. This deficiency is mainly attributed to two main factors; the lack of reliable data and the lack of full dimensionality in the theoretical model adopted to explain such data (Knoeppel, Verstegen, & Rinehart, 2007; Kyriakides, 2005; Levaččićć & Vignoles, 2002; Rivkin, Hanushek, & Kain, 2005). A typical educational production function can be represented by equation (1) (Levaččićć & Vignoles, 2002)

Methods

Results

Conclusion