School effectiveness: Case studies of four elementary schools in Trinidad

Abstract

Five selected in-school variables associated with student achievement in industrialized countries were examined within four effective elementary schools in Trinidad. The study variables included: 1) school resources, 2) the role of the principal, 3) school policies, 4) student concept of ability, and 5) academic press. Exploratory case studies that utilized observational techniques, interviews, and questionnaires were examined. A variety of data that illustrated these school characteristics were collected. Despite great differences in the amount of resources typically found in North American schools, the findings were not unlike those found in the research from industrialized countries. The study found that variables which are associated with effective schools in industrialized nations also played an important role in the Trinidadian schools studied. The role of the principal, school policies, student concept of ability, and academic press were found to be critical variables within the schools studied. The study suggests that further research is needed in order to fully understand the context of school effectiveness in developing countries