An analysis of a secondary school in Barbados within a framework of selected dimensions of school effectiveness as revealed in the research and relevant literature

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This study sought to discover the extent to which selected organizational and climatic dimensions of effectiveness existed in a secondary school in Barbados, and the degree to which there was congruence between its objectives and achievements, with a view to determining its effectiveness. Particular attention was paid to the role of the head teacher with regard to each selected dimension. In addition, the study sought to identify and analyse those factors that were perceived to be hindering effectiveness at the school, or to have the potential to promote effectiveness. Data were gathered from a questionnaire administered to a random sample of 35 teachers and from interviews with a sample of 12 teachers and the head teacher. Results of the analysis revealed that the school was largely ineffective. The major factors perceived to be hindering effectiveness were: 1) unsuitable curriculum materials and instructional approaches, 2) an overloaded curriculum in the upper school, 3) lack of professionalism among staff, and 4) ineffective leadership. Among factors identified as having the potential to promote effectiveness within the school were the head teacher's respect for the professionalism of staff, and a number of qualified and committed teachers. However, the factors identified as most crucial for effectiveness were: 1) an atmosphere conducive to learning; 2) a meaningful curriculum design delivered through appropriate methodological approaches; and 3) strong, effective leadership, which places emphasis on instruction, evaluation, and staff development


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