staff satisfaction survey - highview college€¦ · 2013 staff satisfaction survey report . school...

Staff Satisfaction Survey Highview College

2013

The Role of Independent Schools Victoria Independent Schools Victoria’s vision is ‘a strong Independent education sector demonstrating best practice, providing excellent outcomes for students and choice for families’. To realise our vision, we: advocate for excellence in education champion Member Schools support quality education protect the right of parents to choose where and how their children are educated. Independent Schools Victoria will assist our 212 diverse Member Schools to continue providing the best possible education outcomes for the citizens of tomorrow. 40 Rosslyn Street West Melbourne VIC 3003 PO Box 119 North Melbourne VIC 3051 T 03 9825 7200 F 03 9826 6066 W independentschools.vic.edu.au ABN 44 711 075 857 A0009210 H

2013 Staff Satisfaction Survey Report School effectiveness and student achievement depends on maintaining and enhancing staff wellbeing. The survey’s purpose is to identify what constitutes staff satisfaction and to gather staff perceptions of school effectiveness, teaching and workplace issues. Increasing staff satisfaction will improve the quality of teaching, which will impact on student learning and lead to quality educational outcomes. To date, 94 schools have participated in the Staff Survey, which was developed in 2011. Over 12,600 teaching and general staff at our Member schools have completed the survey, creating valuable baseline benchmarking data that will benefit all schools in coming years. Thank you for contributing to our research that enables us to identify and implement best practice in education, and to develop and deliver cost-effective products and services to support Member Schools to continue providing quality educational outcomes.

Michelle Green Chief Executive

Table of Contents

Introduction ........................................................................................................................................... 5

Method .................................................................................................................................................... 5

Section 1: Results of Staff Satisfaction per School-Based Domain .............................................. 12

Resources and Offerings .................................................................................................................. 12

Technology ....................................................................................................................................... 13

School Ethos and Values .................................................................................................................. 14

Student Behaviour ............................................................................................................................ 15

Discipline ........................................................................................................................................... 16

Learning Support .............................................................................................................................. 17

Pastoral Care .................................................................................................................................... 18

Parent Involvement ........................................................................................................................... 19

Quality of Teaching and Learning ..................................................................................................... 20

Teaching Practice ............................................................................................................................. 21

Section 2: Results of Staff Satisfaction per Workplace Domain .................................................... 22

Feedback .......................................................................................................................................... 22

Goal Alignment ................................................................................................................................. 23

Leadership and Morale ..................................................................................................................... 24

Staff Collaboration ............................................................................................................................ 25

Professional Development ................................................................................................................ 26

Overall Satisfaction ........................................................................................................................... 27

Section 3: Comparison of Domains .................................................................................................. 28

Overall Teaching Staff Satisfaction per Domain ............................................................................... 28

Comparison between Teaching and General Staff Satisfaction per Domain ................................... 30

Year Levels Taught ........................................................................................................................... 31

Male and Female Staff ...................................................................................................................... 33

Staff Positions of Responsibility (POR) ............................................................................................ 35

Number of Years’ Teaching Experience ........................................................................................... 37

Number of Years at Highview College .............................................................................................. 42

Age Group ......................................................................................................................................... 43

Section 4: Additional Analyses ......................................................................................................... 44

General Staff Satisfaction and Regular Contact with Teachers ....................................................... 44

Staff Perceptions of General Staff Role Value ................................................................................. 45

Section 6: Net Promoter Score .......................................................................................................... 46

Intention to Recommend the School to Others ................................................................................. 46

Appendix .............................................................................................................................................. 49

© Independent Schools Victoria 2013 Staff Satisfaction Survey 5

Introduction Background to the 2011 Staff Satisfaction Survey

In 2011, Independent Schools Victoria developed a new Staff Satisfaction survey tool. The aim was to align it with our other L E A D surveys more closely and provide a comprehensive tool to enable Member Schools to compare and match stakeholder perceptions and provide a more rounded view of their education services. Literature and research on school effectiveness and school improvement has consistently indicated that the most valuable resources available to a school are its teachers. Staff satisfaction is strongly associated with school effectiveness and student achievement. A substantial body of research confirms that the quality of what teachers know and do has the most impact on student learning. (Hattie, 2003; Wenglinski, 2000a and 2002; Rowe, 2004). Hattie identified the six major sources (variables) of explained variance in student learning outcomes, (namely students; teachers; schools; principals; home; and peer effects) and estimated their magnitude. In percentage terms, ‘students’ (i.e. what a student ‘brings to the table’) accounts for about 50 per cent of the variance and this predicts achievement more than any other variable. The ‘teacher effect’ accounts for about 30 per cent of variance – the highest of the other variables. The greatest influence on student learning is related to what teachers know and do; what they care about; and how they manage the learning for their students. The quality of teaching and teachers matters significantly. Hattie concludes that schools should ‘focus on the greatest source of variance that can make the difference – the teacher’ (ibid. p. 12). Given these findings, schools should ensure that they enhance and maintain staff wellbeing, as well as build capacity of all staff (teaching and support staff) through demonstrably effective professional learning opportunities. To achieve this aim requires an understanding of what constitutes staff satisfaction. For example, parent and student levels of satisfaction have been clearly linked to the culture and philosophy of the school, the quality of the leadership and management, the behaviour and welfare of students, and the handling of issues such as bullying and

harassment. Surely this would also be the case for staff? This issue was important in the development of Independent Schools Victoria’s Staff Satisfaction Survey. The survey therefore also aimed to determine what workplace factors are important to ensure staff satisfaction. For example, Perie and Baker (1997) show that administrative support; leadership; student behaviour; atmosphere; parental support and teaching autonomy are associated with high teacher satisfaction. The authors also demonstrate that younger teachers with less experience have higher levels of satisfaction than older and more experienced teachers.

Method Development of the Staff Satisfaction Survey

An in-depth discussion of how the new Independent Schools Victoria Staff Satisfaction Survey was developed is provided in the Appendix. In summary, several approaches were adopted: Firstly, unstructured focus groups were

conducted with a group of 25 Teachers and General (non-teaching) Staff to consider the key aspects that they would expect a school should provide to ensure an excellent education for students. The groups were then asked about which aspects would be important to ensure a satisfactory working environment.

Secondly, Independent Schools Victoria’s existing L E A D Parent, Student and Year 12 Exit Surveys were consulted to include any relevant stakeholder questions and identify any gaps or differences in what schools and teachers think they provide, and what students and parents feel they receive from schools.

Thirdly, the questions were set up as an online survey with separate questions for Teaching Staff and General Staff. These questions were pilot-tested with 25 Teaching and General Staff members.

The final step was to conduct multivariate statistical tests using exploratory factor analysis (using Principal Axis Factoring in SPSS) on a random pilot sample of 894 Teaching Staff from four randomly four schools to assess the survey psychometrically for homogenous variables, correlations and internal consistency. Details of this analysis are contained in Appendix 1.


Staff Satisfaction Domains

Three over-arching themes were identified in the survey design. They were items relating to staff perceptions of: school effectiveness (school-based

issues), such as academic programs; resources; pastoral care; student behaviour; and quality of teaching

workplace issues such as leadership, professional development; peer support; communication; and relationships

teaching issues such as quality of teaching; as well as learning and teaching practices.

Within these three themes, 16 domains of assessment were proposed, based on the existing domains of school effectiveness in the current Independent Schools Victoria L E A D Parent, Student and Year 12 Exit Surveys. For the purpose and ease of reporting, schools’ results are presented under two major themes, namely ‘School-Based Domains’ and ‘Workplace Domains’. The ‘Teaching and Learning’ domains were grouped under the ‘School-Based Domains’ because the survey evaluates the extent to which staff believe effective school practices are apparent across different domains. The ‘Workplace Domains’ evaluate the extent to which the school is a satisfactory working environment. The School-Based Domains are: Resources and Offerings Technology School Ethos/Values Student Behaviour Discipline Pastoral Care Parent Involvement Learning Support Quality of Teaching Learning and Teaching Practice

The Workplace Domains are: Feedback Goal Alignment Leadership and Morale Staff Collaboration Professional Learning Overall Satisfaction. Survey Administration Teaching and General Staff Members are asked to complete up to 119 core statements (filtered according to staff position) on an 11-point scale from 0 to 10 where 0 = complete

disagreement and 10 = complete agreement with each statement. In addition, staff could also answer ‘don’t know’ or ‘not applicable’ to each question. The 11-point Likert scale was used because it is the same scale that is being used in our other L E A D surveys (except for the Governance Survey). It also allows for a finer degree of responses and direct comparisons between the different stakeholder groups. Weighted average ratings are calculated for each item in each of the domains. Longitudinal data and comparisons per domain are provided for schools which participated in this survey last year. Benchmark Respondent Characteristics This report compares 2013 Staff Survey responses for Highview College with the current Independent Schools Victoria reference (benchmark) means, which are recalculated at the end of each year. In 2013, data were obtained from 4848 staff members from 67 schools. For the 2013 benchmarks, data from 2013 were combined with 2011 and 2012 data, as per our other surveys. If a school had participated in the staff survey in previous years, only that school’s latest data were included in the 2013 benchmark to ensure that each respondent is unique. Therefore, the 2013 benchmarks includes 7516 staff members from 94 schools. These schools represent a wide distribution of our Member schools in terms of size, SES score and location. Some features of the 2013 benchmark respondents were as follows: Seventy-three per cent (or 5510) of the

respondents were Teaching Staff, and the remainder (2035) were General Staff.

Within the Teaching Staff group, six per cent were Teachers in non-teaching positions (such as principals).

Thirty-two per cent of Teaching Staff and 24 per cent of General Staff were male.

Females made up 68 per cent of Teaching Staff and 76 per cent of General Staff.

Seventy-six per cent of Teaching Staff

were employed full time, 23 per cent were part time and one per cent were casual employees. 59 per cent of General staff


were employed full time, 37 per cent were part time, and three per cent were casual.

With respect to which sectors Teaching Staff had taught in previous years, 35 per cent had taught in other Independent schools, 38 per cent had taught in the Government sector, 14 per cent had taught in the Catholic sector and 13 per cent had not taught in any other sectors.

The age distribution of respondents was as follows:

Age of Staff Teaching Staff

General Staff

29 or under 13% 10% 30 to 39 25% 17% 40 to 49 30% 36% 50 to 59 24% 28% 60 plus 7% 9%

Teachers and General Staff were asked

whether they held a position of responsibility within the school (such as Faculty Coordinator, Head of Year, Human Resources Manager or Bursar). Forty five per cent of Teaching Staff and 28 per cent of General Staff indicated that they held a position of responsibility in their schools.

In terms of teaching experience, 20 per cent of respondents had less than six years’ teaching experience, 36 per cent had between six and 15 years’ experience, and 44 per cent of Teachers had 16 or more years’ experience.

Forty-one per cent of Teaching Staff had

completed a post-graduate degree other than a teacher training qualification. Four per cent of respondents had Doctorate degrees, 51 per cent had Masters’ degrees and 45 per cent had Graduate Diploma level degrees.

All respondents (General and Teaching

Staff) were asked how many years they had been at their respective schools. Fifty-one per cent had been working at their school for five or less years, 27 per cent had been working at their schools for between six and ten years (inclusive), and 22 per cent had been at their schools for 11 or more years.

In terms of the main areas in which the Teaching Staff taught, the following table provides an estimate distribution of Teachers across the sample. Teachers were asked to rate their main areas of

teaching according to the categories within each school. (Please bear in mind that schools have many different structures for year levels, particularly the middle years which range from Years 5 to 10 in some schools and 7 to 9 in other schools. This table is indicative only.

Main Areas of Teaching Percentage of Sample

Early Learning 3%

Primary Years (Generally Prep - Year 6) 28%

Middle Years (categories differ somewhere between Years 5 and 10)

14%

Secondary years (Generally Year 7 - 12 or Years 10 to 12)

44%

Multiple year levels 11%

In 2013, a comparison of your school’s

results against National Partnerships Schools was included (See Figures 17 to 20). National Partnership staff represented 31% (1525 staff from 34 schools) of all staff in this years’ data, 76% of which were teaching staff.


Independent Schools Victoria Reference Means per Domain

The following two tables display the Independent Schools Victoria benchmarked mean (average) scores and numbers of respondents for the School-Based and Workplace Domains for Teaching and General Staff in 2013. The same is done for the National Partnerships schools in the third and fourth table below.

National Partnerships Reference Means per Domain

School-based DomainDomain N Mean N MeanResources, offerings 5485 7.9 2013 8.1Technology 5486 8.0 1996 8.2School Ethos/Values 5482 8.2 1975 8.4Student Behaviour 5486 8.3 2014 8.2Discipline 5485 8.1 2006 8.3Learning Support 5484 8.0 1932 8.4Pastoral Care 5486 8.6 1990 8.5Parent Involvement 5484 8.5 1917 8.5Quality of Teaching 5487 8.4 1985 8.3Teaching Practice 5119 8.9 na na

Workplace DomainDomain N Mean N MeanFeedback 5487 6.8 2009 6.6Goal Alignment 5419 8.3 2001 8.4Leadership and Morale 5447 7.1 2014 7.5Staff Collaboration 5450 8.1 2017 8.0Professional Development 5435 8.1 1943 7.8Overall 5475 8.7 2017 8.7

Teaching Staff General Staff


School-based DomainDomain N Mean N MeanResources, offerings 1509 7.0 467 7.3Technology 1511 7.4 465 7.9School Ethos/Values 1508 7.8 463 8.1Student Behaviour 1510 7.8 468 7.9Discipline 1510 7.8 468 8.2Learning Support 1510 7.5 463 7.9Pastoral Care 1511 8.3 466 8.2Parent Involvement 1510 8.0 463 8.2Quality of Teaching 1511 8.0 463 7.9Teaching Practice 1391 8.7 na na

Workplace DomainDomain N Mean N MeanFeedback 1511 6.8 468 6.8Goal Alignment 1486 8.1 465 8.3Leadership and Morale 1495 7.3 470 7.7Staff Collaboration 1497 8.0 469 8.0Professional Development 1496 7.9 450 7.9Overall 1506 8.2 468 8.5




Highview College Demographics

The 2013 participants at Highview College included Teaching and General Staff. The participation rate at Highview College was 80 per cent; with 55 of 69 nominated staff responding to the questions. The following tables provide details about the participants in the 2013 Highview College Staff Satisfaction Survey. Please note that not all respondents provided their demographic details, and therefore the totals may differ at times. The results in the tables are calculated according to the information provided by respondents, not the school.

Demographics Teaching Staff General Staff Total 40 15 Male 15 4 Female 25 11 In positions of responsibility 27 3

Primary duties that involve regular direct work with teachers/students 11

Areas of Teaching Teaching Staff Secondary years (7 - 12) 39 Non-teaching role 1* Total 40 *Combined with the Secondary teachers for the analysis Years' Teaching Experience Teaching Staff 3 to 5 years 9 6 to 10 years 8 11 to 15 years 6 16 plus years 17 Total 40 Postgraduate qualification Teaching Staff Doctorate level 1 Masters level 5 Grad Diploma level 11 Total 17 Sectors in which Teaching Staff have Taught Teaching Staff

Other independent schools 14 Catholic 8 Government 23 No other sectors 7


Age Distribution Teaching Staff General Staff 20 to 39 14 2 40 to 59 6 10 60 plus 40 3 Total responses provided 60 15 Years at Highview College Teaching Staff General Staff 0 to 2 years 8 4 3 or more years 14 7 6 to 10 years 7 4 11 plus years 11 0 Total responses provided 40 15

Employment Status Teaching Staff General Staff Full time 30 10 Part time 10 5 Total responses provided 40 15


Reading Your Charts

The data in each chart in Section 1 show the overall ratings that a school’s Teaching and General Staff Members provided for each domain. For each domain, the percentage of Teaching and General Staff responses per rating are shown as a stacked bar chart in blue. As mentioned previously, the rating scale is from 0 (no satisfaction) to 10 (complete satisfaction. The Independent Schools Victoria benchmarks are also provided as stacked bar charts in red, according to the same ratings. The overall mean (average) for each domain is represented as a grey point and line within each chart. The overall domain average is reported because each domain is comprised of several questions that have been determined psychometrically by factor analysis. In the example chart above, 28 per cent of Teaching Staff and 41 per cent of General Staff (the dark blue section) rated the school 9 to 10 for Staff Collaboration. About 10 per cent of respondents gave answers averaging lower

than 5 on the satisfaction scale. For the Independent sector (the red bars), 58 per cent of Teaching Staff and 50 per cent of General Staff gave their schools a satisfaction rating of 9 or 10 for Staff Collaboration. The Independent Schools Victoria reference mean for Teaching Staff was 8.0, and for the school, it was 7.1 in 2011. Tables are displayed below each chart, and they provide the questions in each domain. For each question, the Independent Schools Victoria reference means are compared, where relevant, to your school’s means. The top score for each column is highlighted in green and the bottom score is highlighted in red, to provide you with some indications where your school’s strengths and areas for improvement lie in each domain. General Staff were not asked all questions, and are marked ‘NA’ in the tables where relevant. The charts in Sections 2 and 3 follow a different format where the means for all the domains are presented in one chart. The charts are explained in these Sections.

0.7% 0.9% 1.1% 2.4%4.5%

10.6%4.9%

9.8%

36.5%

60.1%

44.0%

46.3%

58.3% 28.4% 49.9% 41.5%

8.05

7.14

8.25

7.49

0

1

2

3

4

5

6

7

8

9

10

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2011 Independent Schools Victoria

(Teachers) N = 3019

2011 Generic College (Teachers) N = 218

2011 Independent Schools Victoria

(General Staff) N = 1172

2011 Generic College (General Staff) N = 41

% re

spon

ses

per r

atin

g

Staff Collaboration

9 to 10

6 to 8

3 to 5

0 to 2

Overall mean

Rating scale0 = low 10 = high


Section 1: Results of Staff Satisfaction per School-Based Domain Resources and Offerings High staff satisfaction with a school’s resources and offerings occurs when there is a perception that the school provides a broad curriculum and plenty of co-curricular activities; and that the school has high quality materials and resources, including the library, to aid learning. Staff members appreciate school grounds being attractive and well-maintained, but this is not essential.

Figure 1: Chart showing overall staff satisfaction with Highview College’s Resources and Offerings, compared to the Independent Schools Victoria reference group. The data are represented by comparing the percentage of Teaching and General staff responses per rating for this domain (with 0 = no agreement, and 10 = complete agreement). Table 1 shows the relevant Teaching Staff and overall General Staff means per question for Highview College as well as the 2013 Independent Schools reference group means. (Only the Overall Teaching and General Staff reference means are provided as Independent schools have a wide variety of classifications of what constitutes a primary, middle or secondary school). The top score for each column is highlighted in green and the bottom score in red, to provide some indication where Highview College’s strengths and areas for improvement lie in each domain.

5.5% 5.0% 5.9%

26.7%

43.5%

70.0%

37.8%

66.7%

50.7% 25.0% 55.8% 6.7%

7.97.5

8.1

6.2

0

1

2

3

4

5

6

7

8

9

10

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2013 IndependentSchools Victoria

(Teachers) N = 5485

2013 Highview College(Teachers) N = 40



2013 Highview College(General Staff) N = 15

% re

spon

ses

per r

atin

g

Resources and Offerings

9 to 10

6 to 8

2 to 5

0 to 2

Overall mean


Table 1: Averages of Staff Survey Questions for "Resources"

2013 Highview College

Teaching Staff Overall

N = 40

2013 Highview College General

Staff N = 15

2013 ISV General

Staff N = 2029

2013 ISV Teaching

Staff Overall N = 5487

The school offers a broad curriculum to students. (General - This school offers a broad range of learning programs (curricular and co -curricular) to students).

7.70 6.46 8.16 7.93

Students have access to high quality materials and resources that help them learn. 7.73 na na 7.92

The school buildings and grounds are attractive and well maintained. 6.98 5.67 8.25 8.21

The school library/resource centre has outstanding resources for students. 7.23 6.50 7.82 7.16

There is a broad range of co -curricular offerings at this school. 7.65 na na 8.09


Technology

High staff satisfaction with technology occurs when staff members report that the school provides access to technology to do their job properly. Effective schools also provide excellent opportunities for students to learn using computer technology and ensure that students learn to use computer technologies appropriately and safely.

Figure 2: Chart showing overall staff satisfaction with Highview College’s Technology, compared to the Independent Schools Victoria reference group. The data are represented by comparing the percentage of staff responses per rating for this domain (with 0 = no agreement, and 10 = complete agreement). Table 2 shows the relevant Teaching Staff and overall General Staff means per question for Highview College as well as the 2013 Independent Schools reference group means. The top score for each column is highlighted in green and the bottom score in red, to provide some indication where Highview College’s strengths and areas for improvement lie in each domain.

6.7%6.5% 5.0% 6.9%

20.0%

38.1%

42.5%

33.8%

53.3%

54.6% 52.5% 57.8% 20.0%

8.0 7.88.2

6.9

0

1

2

3

4

5

6

7

8

9

10

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


(Teachers) N = 5486





% re

spon

ses

per r

atin

g

Technology

9 to 10

6 to 8

3 to 5

0 to 2

Overall mean


Table 2: Averages of Staff Survey Questions for "Technology"



N = 40


Staff N = 15

2013 ISV General

Staff N = 2029

2013 ISV Teaching


This school ensures that students learn to make appropriate use of computers. 8.14 na na 7.85

There are excellent opportunities to learn using computer technology at this school. 7.85 na na 7.75

The school has a clearly articulated cybersafety policy. 8.05 7.40 8.32 8.14

I have access to the technology I need to do my job properly. 6.68 6.40 8.11 7.89

The school educates students about the safe and responsible use of information and communication technologies. 8.16 7.00 8.40 8.33


School Ethos and Values

High staff satisfaction with a school’s ethos and values occurs when they perceive that the school encourages students to develop a commitment to improving others' social circumstances; participate in community service and take an active role in society. High staff satisfaction also occurs when a school provides good drug awareness and prevention education; focuses on developing students as well rounded individuals; encourages students to respect individual differences; effectively educates students against racism and helps students develop an appropriate set of life values.

Figure 3: Chart showing overall staff perceptions of Highview College’s Ethos and Values, compared to the Independent Schools Victoria reference group. The data are represented by comparing the percentage of staff responses per rating for this domain (with 0 = no agreement, and 10 = complete agreement). Table 3 shows the relevant Teaching Staff and overall General Staff means per question for Highview College as well as the 2013 Independent Schools reference group means. The top score for each column is highlighted in green and the bottom score in red, to provide some indication where Highview College’s strengths and areas for improvement lie in each domain.

3.3% 2.5% 2.2% 6.7%

36.6% 42.5%32.0%

40.0%

59.8% 55.0% 65.5% 53.3%

8.2 8.18.4

7.8

0

1

2

3

4

5

6

7

8

9

10

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


(Teachers) N = 5482





% re

spon

ses

per r

atin

g

School Ethos/Values

9 to 10

6 to 8

3 to 5

0 to 2

Overall mean


Table 3: Averages of Staff Survey Questions for "School Ethos and Values"



N = 40


Staff N = 15

2013 ISV General

Staff N = 2029

2013 ISV Teaching


The school emphasises drug awareness and prevention education. 7.69 6.25 7.55 7.22

The school encourages participation in community service. 8.98 8.60 8.47 8.07

The school effectively educates students against racism. 7.47 na na 7.66

Students are encouraged to respect individual differences. 8.28 7.79 8.61 8.54

Students are encouraged to develop an appropriate set of life values. 8.33 8.00 8.72 8.60

The school focuses on developing students as well rounded individuals. 8.30 8.43 8.67 8.62

The school prepares students well for taking an active role in society. 7.95 na na 8.29

The school helps students to develop a commitment to improving others' social circumstances. 7.92 7.29 8.14 8.03


Student Behaviour

High staff satisfaction with student behaviour occurs when students are well behaved and get on well with each other; bullying amongst students is not perceived to be a problem at the school and is dealt with according to best practice; staff members perceive students to be happy; and that it is a safe place for students to learn. In addition, staff satisfaction occurs when students respect the teachers and staff members perceive that there is a real sense of pride at the school.

Figure 4: Chart showing overall staff satisfaction with Student Behaviour at Highview College, compared to the Independent Schools Victoria reference group. The data are represented by comparing the percentage of staff responses per rating for this domain (with 0 = no agreement, and 10 = complete agreement). Table 4 shows the relevant Teaching Staff and overall General Staff means per question for Highview College as well as the 2013 Independent Schools reference group means. The top score for each column is highlighted in green and the bottom score in red, to provide some indication where Highview College’s strengths and areas for improvement lie in each domain.

2.2% 2.5% 6.7%

33.5%

60.0%

37.4%

60.0%

64.1% 40.0% 59.8% 33.3%

8.3

7.78.2

7.3

0

1

2

3

4

5

6

7

8

9

10

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


(Teachers) N = 5486



(General Staff) N =2014


% re

spon

ses

per r

atin

g

Student Behaviour

9 to 10

6 to 8

3 to 5

0 to 2

Overall mean


Table 4: Averages of Staff Survey Questions for "Student Behaviour"



N = 40


Staff N = 15

2013 ISV General

Staff N = 2029

2013 ISV Teaching


This school is a safe place for students to learn. 8.68 8.27 8.98 9.08

At this school, bullying is dealt with according to best practice. 8.49 na na 8.31

Students at this school appear to be happy. 8.08 7.07 8.52 8.68

There is a real sense of pride at this school. 6.98 6.80 8.39 8.12

Bullying amongst students is not a problem at this school. 5.54 6.36 7.05 7.07

Students in the school are well behaved. 8.15 7.67 8.00 8.23

Students get on well with each other. 8.15 7.57 8.12 8.35

Students respect the teachers (staff) . 7.65 7.21 8.14 8.30


Discipline

High staff satisfaction with school discipline occurs when there is a perception that the school clearly communicates its expectations for student behaviour and encourages students to exercise self-discipline. Staff members are satisfied when the discipline at the school follows established codes of practice and when they perceive that the school is well run.

Figure 5: Chart showing overall staff perceptions of Highview College’s Discipline, compared to the Independent Schools Victoria reference group. The data are represented by comparing the percentage of staff responses per rating for this domain (with 0 = no agreement, and 10 = complete agreement). Table 5 shows the relevant Teaching Staff and overall General Staff means per question for Highview College as well as the 2013 Independent Schools reference group means. The top score for each column is highlighted in green and the bottom score in red, to provide some indication where Highview College’s strengths and areas for improvement lie in each domain.

0.8% 1.1%5.2% 2.5% 4.5%

13.3%

37.6%35.0%

34.0%

53.3%

56.4% 62.5% 60.4% 33.3%

8.1 8.2 8.37.7

0

1

2

3

4

5

6

7

8

9

10

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


(Teachers) N = 5485





% re

spon

ses

per r

atin

g

Discipline

9 to 10

6 to 8

3 to 5

0 to 2

Overall mean


Table 5: Averages of Staff Survey Questions for "Discipline"



N = 40


Staff N = 15

2013 ISV General

Staff N = 2029

2013 ISV Teaching


The school encourages students to exercise self -discipline. 7.35 na na 7.97

The school clearly communicates its expectations for student behaviour. 9.05 8.13 8.57 8.24

The discipline in this school follows established codes of practice. 8.92 na na 8.17

The school is well run. 7.55 7.33 8.11 7.81


Learning Support

High staff satisfaction in the learning support provided by a school occurs when staff members feel students are challenged appropriately in their learning; and students are encouraged to help each other to learn. Staff members perceive that students are well supported to help them improve the standard of their learning; the school's programs effectively meet and develop the needs and interests of gifted and talented students as well as students with special needs, such as limited English or learning disabilities. In addition, staff members perceive that students from different backgrounds and cultures are treated equally at school.

Figure 6: Chart showing overall staff satisfaction with the Learning Support offered to students at Highview College, compared to the Independent Schools Victoria reference group. The data are represented by comparing the percentage of staff responses per rating for this domain (with 0 = no agreement, and 10 = complete agreement). Table 6 shows the relevant Teaching Staff and overall General Staff means per question for Highview College as well as the 2013 Independent Schools reference group means. The top score for each column is highlighted in green and the bottom score in red, to provide some indication where Highview College’s strengths and areas for improvement lie in each domain.

3.7% 7.5% 2.8%13.3%

43.5%

60.0%

32.9%

53.3%

52.6% 32.5% 63.6% 33.3%

8.07.4

8.4

7.1

0

1

2

3

4

5

6

7

8

9

10

0%

10%

20%

30%

40%

50%

60%

70%

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100%


(Teachers) N = 5484





% re

spon

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Learning Support

9 to 10

6 to 8

3 to 5

0 to 2

Overall mean


Table 6: Averages of Staff Survey Questions for "Learning Support"



N = 40


Staff N = 15

2013 ISV General

Staff N = 2029

2013 ISV Teaching


Students from different backgrounds and cultures are treated equally at this school. 8.23 8.36 8.90 8.80

Students are well supported to help them improve the standard of their learning. 7.85 na na 8.41

Our school's programs effectively meet the special needs of gifted and talented students. 6.63 na na 7.23

Teachers challenge students appropriately in their learning at this school. 6.98 na na 7.96

Students' special interests and talents are developed at this school. 6.95 6.60 8.21 7.80

Our school's programs effectively meet the special needs of students (such as limited English, learning disabilities). 7.15 6.11 7.60 7.20

Students are encouraged to help each other to learn. 7.93 na na 8.39


Pastoral Care

High staff satisfaction with pastoral care occurs when teachers in a school know and care about students; act on students' concerns and take prompt action when problems occur; staff members respect the students; treat students fairly; value student opinions; and have positive relationships with students. Highly satisfied staff members feel that the school acknowledges students' achievements appropriately and provides students with opportunities to develop leadership, social and personal skills.

Figure 7: Chart showing overall staff perceptions of Highview College’s Pastoral Care, compared to the Independent Schools Victoria reference group. The data are represented by comparing the percentage of staff responses per rating for this domain (with 0 = no agreement, and 10 = complete agreement). Table 7 shows the relevant Teaching Staff and overall General Staff means per question for Highview College as well as the 2013 Independent Schools reference group means. The top score for each column is highlighted in green and the bottom score in red, to provide some indication where Highview College’s strengths and areas for improvement lie in each domain.

1.2% 2.5% 2.3% 6.7%

24.3%

37.5%30.2%

66.7%

74.4% 60.0% 67.3% 26.7%

8.68.2

8.5

7.3

0

1

2

3

4

5

6

7

8

9

10

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


(Teachers) N = 5486





% re

spon

ses

per r

atin

g

Pastoral Care

9 to 10

6 to 8

3 to 5

0 to 2

Overall mean


Table 7: Averages of Staff Survey Questions for "Pastoral Care"



N = 40


Staff N = 15

2013 ISV General

Staff N = 2029

2013 ISV Teaching


The school successfully supports the development of the students' social and personal skills. 8.28 6.60 8.10 8.35

Students are treated fairly at this school. 8.18 7.00 8.64 8.67

Staff take prompt action when problems occur. 8.08 7.93 8.40 8.31

Staff at this school respect the students. 8.36 7.33 8.63 8.91

Teachers in this school know and care about students. 8.70 7.85 8.80 9.06

Students have positive relationships with staff. 8.38 7.67 8.53 8.70

Staff at this school act on students' concerns. 8.23 6.67 8.50 8.65

The school provides students with opportunities to develop their leadership skills. 7.85 na na 8.49

The school acknowledges students' achievements appropriately. 8.59 na na 8.56

Student opinions are valued at the school. 7.55 6.79 8.18 8.29


Parent Involvement

High staff satisfaction with parent involvement at a school occurs when staff members perceive that they respond to parents' concerns or queries in a timely manner; staff members feel that parents are kept well informed about the learning programs undertaken by students; when there is open communication between staff and parents at the school; adequate opportunities for staff contact with parents; and that the school encourages parents to be involved in a variety of ways. A comparison with similar questions in the parent survey results will indicate whether there is a gap in teachers’ and parents’ perceptions about parent involvement at the school.

Figure 8: Chart showing staff satisfaction with the amount of Parent Involvement at Highview College, compared to the Independent Schools Victoria reference group. The data are represented by comparing the percentage of staff responses per rating for this domain (with 0 = no agreement, and 10 = complete agreement). Table 8 shows the relevant Teaching Staff and overall General Staff means per question for Highview College as well as the 2013 Independent Schools reference group means. The top score for each column is highlighted in green and the bottom score in red, to provide some indication where Highview College’s strengths and areas for improvement lie in each domain.

1.7%7.5% 1.8%

14.3%

30.7%

52.5%

34.7%

57.1%

67.3% 40.0% 62.9% 28.6%

8.5

7.7

8.5

7.1

0

1

2

3

4

5

6

7

8

9

10

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


(Teachers) N = 5484





% re

spon

ses

per r

atin

g

Parent Involvement

9 to 10

6 to 8

3 to 5

0 to 2

Overall mean


Table 8: Averages of Staff Survey Questions for "Parental Involvement"



N = 40


Staff N = 15

2013 ISV General

Staff N = 2029

2013 ISV Teaching


There are adequate opportunities for staff contact with parents. 8.40 7.38 8.63 9.01

Parents are kept well informed about the learning programs undertaken by students. 7.63 na na 8.26

Parents are encouraged to be involved in a variety of ways at this school. 6.71 6.92 8.25 7.97

There is open communication between staff and parents at this school. 7.75 7.25 8.51 8.41

Staff respond to parents' concerns or queries in a timely manner. 8.24 6.85 8.43 8.67


Quality of Teaching and Learning

High staff satisfaction with quality of teaching and learning occurs when each of the factors (see the table below) in this domain are rated highly.

Figure 9: Chart showing overall staff perceptions of the Quality of Teaching and Learning at Highview College, compared to the Independent Schools Victoria reference group. The data are represented by comparing the percentage of staff responses per rating for this domain (with 0 = no agreement, and 10 = complete agreement). Table 9 shows the relevant Teaching Staff and overall General Staff means per question for Highview College as well as the 2013 Independent Schools reference group means. The top two scores for each column are highlighted in green and the bottom two in red.

1.7% 5.0% 2.5%13.3%

31.3%

55.0%

35.6%

53.3%

66.8% 40.0% 61.7% 33.3%

8.4

7.5

8.3

7.3

0

1

2

3

4

5

6

7

8

9

10

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


(Teachers) N = 5487





% re

spon

ses

per r

atin

gQuality of Teaching and Learning

9 to 10

6 to 8

3 to 5

0 to 2

Overall mean


Table 9: Averages of Staff Survey Questions for "Quality of Teaching and Learning"



N = 40


Staff N = 15

2013 ISV General

Staff N = 2029

2013 ISV Teaching


The quality of teaching at this school is excellent. 7.51 6.86 8.16 8.07

Students are well prepared for the next year level or stage of their education. 7.49 6.90 7.98 8.13

This school does a good job of teaching core skills such as reading, writing, mathematics and science. 7.48 na na 8.21

The standard of school work expected from students is appropriate for their age and stage of development 6.83 na na 8.20

Students are motivated to learn at this school. 5.90 na na 7.96

The school provides an excellent environment in which to learn. 7.75 7.40 8.52 8.42

Teachers are expected to stay up-to-date -date in the subjects or areas they teach. 8.54 na na 8.67

The school is receptive to new teaching strategies. 7.60 na na 8.38

The amount of homework required by students is appropriate for their year level. 7.74 na na 7.98

Staff in this school are dedicated to improving student learning outcomes. 8.20 7.86 8.66 8.77

Teachers in this school use effective instructional strategies 7.68 na na 8.28

Students are encouraged to attain the best academic results possible. 7.53 na na 8.77

Teachers expect high standards of learning from students. 6.92 na na 8.57

The school helps students to develop good study habits. 7.23 na na 8.05

Most teachers at this school appear to be enthusiastic about teaching at this school. 8.10 7.27 8.07 8.24

The school expects high standards of teaching. 8.05 na na 8.93


Teaching Practice

Only Teaching Staff were asked about the teaching practices they adopt at their school. The chart and table show the extent to which teachers adopt the relevant teaching practices at the school. A comparison with similar questions in the student survey results will indicate to what extent there is a gap in teachers’ perceptions about with they think they provide, and what students feel they receive.

Figure 10: Chart showing overall staff perceptions of their own Teaching Practice at Highview College compared to the Independent Schools Victoria reference group. The data are represented by comparing the percentage of staff responses per rating for this domain (with 0 = no agreement, and 10 = complete agreement). Table 10 shows the relevant Teaching Staff and overall General Staff means per question for Highview College as well as the 2013 Independent Schools reference group means. The top score for each column is highlighted in green and the bottom score in red, to provide some indication where Highview College’s strengths and areas for improvement lie in each domain.

1.7%

31.3% 32.4%

66.8% 67.6%

8.4 8.4

0

1

2

3

4

5

6

7

8

9

10

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2013 Independent Schools Victoria (Teachers)N = 5119

2013 Highview College (Teachers) N = 37

% re

spon

ses

per r

atin

g

Teaching Practice

9 to 10

6 to 8

3 to 5

0 to 2

Overall mean


Table 10: Averages of Staff Survey Questions for "Teaching Practice" Domain


Secondary Teachers N =

40



N = 40

2013 ISV Teaching

Staff Overall

N = 5487

I encourage students to be responsible for their own learning. 8.41 8.41 8.98

I understand the differing abilities of students and teach according 7.92 7.92 8.78

I encourage parents to talk to me about their child's progress. 8.03 8.03 8.79

I use a variety of teaching strategies and learning activities to help students learn. 8.46 8.46 8.90

I encourage active participation from students when teaching. 9.03 9.03 9.31

I give students a variety of ways to show how well they have learned ( for example portfolios, projects, presentations, tests). 8.11 8.11 8.71

I include suggestions for improvement when providing feedback to students. 8.78 8.78 8.99

I use the results of tests and other assessments to adjust my instruction to individual students. 8.38 8.38 8.80

My teaching strategies emphasise higher -level thinking and problems solving skills. 8.22 8.22 8.67


Section 2: Results of Staff Satisfaction per Workplace Domain Feedback High staff satisfaction with feedback occurs when their work performance is formally appraised and when staff members feel that the feedback is regular and constructive. Staff members also appreciate being adequately recognised for their efforts in their job and feel that their careers will continue to advance while employed at the school.

Figure 11: Chart showing staff perceptions of the Feedback provided by Highview College, compared to the Independent Schools Victoria reference group. The data are represented by comparing the percentage of staff responses per rating for this domain (with 0 = no agreement, and 10 = complete agreement). Table 11 shows the relevant Teaching Staff and overall General Staff means per question for Highview College as well as the 2013 Independent Schools reference group means. The top score for each column is highlighted in green and the bottom score in red, to provide some indication where Highview College’s strengths and areas for improvement lie in each domain.

4.3% 2.5% 6.9%

17.1% 17.5%19.2%

40.0%

44.8%52.5% 39.6%

53.3%

33.8% 27.5% 34.3% 6.7%

6.8 6.96.6

5.8

0

1

2

3

4

5

6

7

8

9

10

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


(Teachers) N = 5487





% re

spon

ses

per r

atin

g

Feedback

9 to 10

6 to 8

3 to 5

0 to 2

Overall mean


Table 11: Averages of Staff Survey Questions for "Feedback"



N = 40


Staff N = 15

2013 ISV General

Staff N = 2029

2013 ISV Teaching


I receive constructive feedback on how I am performing in my job. 6.55 6.13 6.61 6.57

My work performance is formally appraised. 7.50 6.93 6.14 7.06

I am adequately recognised for my efforts in my job. 7.20 5.80 7.44 7.09I feel my career will continue to advance while I am at this school. 7.21 5.50 6.89 7.31

The feedback on my work performance is regular. 5.85 4.93 5.87 6.00


Goal Alignment

High staff satisfaction with goal alignment occurs when staff members feel that the school has clearly articulated goals, values and educational philosophy. It is important for staff members to agree with the goals, values and educational philosophy of the school. In addition, there is high staff satisfaction if they feel that the Principal/Senior Management team has a clearly articulated vision for the school.

Figure 12: Chart showing staff perceptions of the Goal Alignment between staff and Highview College, compared to the Independent Schools Victoria reference group. The data are represented by comparing the percentage of staff responses per rating for this domain (with 0 = no agreement, and 10 = complete agreement). Table 12 shows the relevant Teaching Staff and overall General Staff means per question for Highview College as well as the 2013 Independent Schools reference group means. The top score for each column is highlighted in green and the bottom score in red, to provide some indication where Highview College’s strengths and areas for improvement lie in each domain.

1.0%2.5%

0.8%6.7%4.7% 5.0% 4.7%

6.7%

30.8%37.5%

31.5%

66.7%

63.5% 55.0% 62.9% 20.0%

8.37.9

8.4

7.1

0

1

2

3

4

5

6

7

8

9

10

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


(Teachers) N = 5419





% re

spon

ses

per r

atin

g

Goal Alignment

9 to 10

6 to 8

3 to 5

0 to 2

Overall mean


Table 12: Averages of Staff Survey Questions for "Goal Alignment"



N = 40


Staff N = 15

2013 ISV General

Staff N = 2029

2013 ISV Teaching


I agree with the goals and direction of the school. 8.13 6.87 8.53 8.43

The Principal/Senior Management team has a clearly articulated vision for the school. 7.28 7.00 8.28 8.05

I agree (understand) with the educational philosophy of the school. 8.40 7.67 8.41 8.57

The school has clearly articulated goals and values. 8.08 6.87 8.29 8.32

The school has a clearly articulated educational philosophy. 7.78 na 8.00 8.21


Leadership and Morale

The exploratory factor analysis would not separate the leadership from the morale questions. However, this makes sense in practice as the two are inextricably linked. High staff satisfaction with leadership and morale occurs when staff members feel that the Principal/Senior Management team is aware of and deals effectively with staff issues or concerns; and if staff members feel confident that they can approach the Principal/Senior Management team to air concerns or grievances; staff members generally have positive relationships with the school leadership team; and communication between these groups is good. High staff satisfaction also occurs when staff members feel that their role is valued by the leadership team; perceive staff morale at the school to be high; and are given opportunities to plan and help make decisions about matters that affect them (such as staff development, curriculum and goals).

Figure 13: Chart showing staff satisfaction with the Leadership and Morale at Highview College, compared to the Independent Schools Victoria reference group. The data are represented by comparing the percentage of staff responses per rating for this domain (with 0 = no agreement, and 10 = complete agreement). Table 13 shows the relevant Teaching Staff and overall General Staff means per question for Highview College as well as the 2013 Independent Schools reference group means. The top score for each column is highlighted in green and the bottom score in red, to provide some indication where Highview College’s strengths and areas for improvement lie in each domain.

4.0% 2.5% 6.7%

13.7% 20.0% 10.8%

40.7%30.0% 40.0%

66.7%

41.6% 50.0% 46.7% 26.7%

7.1 7.3 7.57.1

0

1

2

3

4

5

6

7

8

9

10

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


(Teachers) N = 5447





% re

spon

ses

per r

atin

g

Leadership and Morale

9 to 10

6 to 8

3 to 5

0 to 2

Overall mean


Table 13: Averages of Staff Survey Questions for "Leadership and Morale"



N = 40


Staff N = 15

2013 ISV General

Staff N = 2029

2013 ISV Teaching


Communication between staff and the Principal/Senior Management team is good in this school. 6.83 7.13 7.46 6.73

The Principal/Senior Management team is aware of staff issues or problems. 7.33 7.07 7.51 6.94

Staff morale at this school is high. 7.23 6.53 7.43 7.14

My role is valued by the leadership team at this school. 7.31 6.40 7.49 7.36

I feel confident that I can approach the Principal/Senior Management team to air concerns or grievances. 7.88 7.87 7.57 7.24

Staff have positive relationships with the school leadership team. 7.41 7.36 7.70 7.50

The Principal/Senior Management team deals effectively with staff issues or concerns. 7.62 6.93 7.37 6.96

Staff are given opportunities to plan and help make decisions about matters that affect them (such as staff development, curriculum and goals).

7.15 7.47 7.48 7.28


Staff Collaboration

High staff satisfaction with staff collaboration and peer support occurs when staff members support the goals and values of the school and work together effectively to achieve the school's goals; when there is a collegial atmosphere in the staffroom; when discussions between staff in the staffroom are professional; when administrators, teachers and other staff treat each other with respect; and when staff members can rely on colleagues to provide support or assistance. Staff collaboration is highly effective when there is open communication between all staff; when teaching staff work cooperatively with administrative staff and if the longer-serving members of staff remain fresh and enthusiastic about working at the school.

Figure 14: Chart showing staff perceptions of Staff Collaboration at Highview College, compared to the Independent Schools Victoria reference group. The data are represented by comparing the percentage of staff responses per rating for this domain (with 0 = no agreement, and 10 = complete agreement). Table 14 shows the relevant Teaching Staff and overall General Staff means per question for Highview College as well as the 2013 Independent Schools reference group means. The top score for each column is highlighted in green and the bottom score in red, to provide some indication where Highview College’s strengths and areas for improvement lie in each domain.

0.5% 0.7%4.0% 2.5% 5.6%

13.3%

37.5%

55.0%

40.5%

66.7%

58.0% 42.5% 53.3% 20.0%

8.17.6

8.0

7.0

0

1

2

3

4

5

6

7

8

9

10

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


(Teachers) N = 5450





% re

spon

ses

per r

atin

g

Staff Collaboration

9 to 10

6 to 8

3 to 5

0 to 2

Overall mean


Table 14: Averages of Staff Survey Questions for "Staff Collaboration"



N = 40


Staff N = 15

2013 ISV General

Staff N = 2029

2013 ISV Teaching


Staff work together effectively to achieve our school's goals. 6.78 7.40 7.92 7.74

Staff support the goals and values of the school. 7.58 7.60 8.39 8.43

I can rely on my colleagues to provide me with support or assistance when I need it. 8.20 7.53 8.31 8.60

The atmosphere in the staffroom is collegiate. 7.78 7.27 8.06 7.99

The longer -serving members of staff still seem fresh and enthused about working at this school. 6.69 6.13 7.53 7.48

There is open communication between staff in this school. 7.50 6.13 7.60 7.69

Teaching staff work cooperatively with administrative staff. 8.13 6.93 7.88 8.38

Discussions between staff in the staffroom are professional. 7.54 6.57 7.83 8.04

Administrators, teachers and other staff treat each other with respect. 8.30 7.20 8.27 8.49


Professional Development

High staff satisfaction with professional development (PD) occurs when schools offer appropriate PD opportunities for staff; when the PD opportunities at school enhance teacher capacity and help teachers to improve student outcomes. It is also important to staff that the school actively encourages them to undertake professional learning to enhance their skills.

Figure 15: Chart showing staff satisfaction with the Professional Development at Highview College, compared to the Independent Schools Victoria reference group. The data are represented by comparing the percentage of staff responses per rating for this domain (with 0 = no agreement, and 10 = complete agreement). Table 15 shows the relevant Teaching Staff and overall General Staff means per question for Highview College as well as the 2013 Independent Schools reference group means. The top score for each column is highlighted in green and the bottom score in red, to provide some indication where Highview College’s strengths and areas for improvement lie in each domain.

1.3% 3.5%5.5% 7.5%

10.2% 20.0%

34.5%

47.5% 34.2%

53.3%

58.7% 45.0% 52.0% 26.7%

8.1 7.9 7.87.2

0

1

2

3

4

5

6

7

8

9

10

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


(Teachers) N = 5435





% re

spon

ses

per r

atin

g

Professional Development

9 to 10

6 to 8

3 to 5

0 to 2

Overall mean


Table 15: Averages of Staff Survey Questions for "Professional Development"



N = 40


Staff N = 15

2013 ISV General

Staff N = 2029

2013 ISV Teaching


The school offers appropriate professional development opportunities for staff. 8.13 7.13 7.86 8.08

The school actively encourages staff to take professional learning to enhance their skills. 8.10 7.33 7.77 8.17

Professional development opportunities in this school enhance teacher capacity. 7.74 na na 8.18

Professional development opportunities in this school help to improve student outcomes. 7.54 na na 8.05


Overall Satisfaction

High levels of overall staff satisfaction occur when staff members report that they would recommend the school to other people; they are proud to work at the school; and would consider sending their own children to the school (where relevant).

Figure 16: Chart showing overall staff satisfaction with Highview College, compared to the Independent Schools Victoria reference group. The data are represented by comparing the percentage of staff responses per rating for this domain (with 0 = no agreement, and 10 = complete agreement). Table 16 shows the relevant Teaching Staff and overall General Staff means per question for Highview College as well as the 2013 Independent Schools reference group means.

1.6%2.5%

1.2%5.2% 5.0% 4.7%

13.3%

20.7% 15.0% 21.4%13.3%

72.5% 77.5% 72.7% 73.3%

8.7 8.5 8.78.2

0

1

2

3

4

5

6

7

8

9

10

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


(Teachers) N = 5475





% re

spon

ses

per r

atin

g

Overall Satisfaction

9 to 10

6 to 8

3 to 5

0 to 2

Overall mean


Table 16: Averages of Staff Survey Questions for "Overall Satisfaction"



N = 40


Staff N = 15

2013 ISV General

Staff N = 2029

2013 ISV Teaching


I am proud to work at this school. 8.74 8.40 8.94 8.81

I am happy to recommend the school to people. 8.68 8.20 8.73 8.76

I would send my own children to this school. 8.14 7.93 8.32 8.35


Section 3: Comparison of Domains Figures 17 and 18: Charts showing the overall staff satisfaction means of each domain for Teaching Staff at Highview College, compared to the Independent Schools Victoria reference group and the National Partnerships Schools. Highview College’s Teacher satisfaction means are represented as blue bars, the 2013 Independent Schools Victoria’s reference means are represented as the red line, and the National Partnerships Schools are represented by a pink line. If your school participated in this survey in previous years, the longitudinal data are included here for comparison. Overall Teaching Staff Satisfaction per School-Based Domain

Overall Teaching Staff Satisfaction per Workplace Domain

7.4 8.2 8.1 7.3 7.9 7.3 8.2 7.6 7.6 8.37.5 7.8 8.1 7.7 8.2 7.4 8.2 7.7 7.5 8.4

7.9 8.0 8.2 8.3 8.1 8.08.6 8.5 8.4

8.9

7.07.4

7.8 7.8 7.87.5

8.3 8.0 8.08.7

0

1

2

3

4

5

6

7

8

9

10

Resources,offerings

Technology SchoolEthos/Values

StudentBehaviour

Discipline LearningSupport

Pastoral Care ParentInvolvement

Quality ofTeaching and

Learning

TeachingPractice

Aver

age

Rat

ing

Overall Teaching Staff Satisfaction per School DomainHighview College 2011 Teaching StaffHighview College 2013 Teaching Staff2013 Independent Schools Victoria Teaching Staff Mean2013 National Partnerships Teaching Staff Mean

6.8 7.9 6.8 7.4 8.0 8.46.9 7.9 7.3 7.6 7.9 8.5

6.8

8.3

7.1

8.1 8.18.7

6.8

8.1 7.38.0 7.9

8.2

0

1

2

3

4

5

6

7

8

9

10

Feedback Goal Alignment Leadership andMorale

Staff Collaboration ProfessionalDevelopment

OverallSatisfaction

Aver

age

Rat

ing

Overall Teaching Staff Satisfaction per Workplace Domain

Highview College 2011 Teaching Staff

Highview College 2013 Teaching Staff

2013 Independent Schools Victoria Teaching Staff Mean

2013 National Partnerships Teaching Staff Mean


Figures 19 and 20: Charts showing the overall staff satisfaction means of each domain for General Staff at Highview College, compared to the Independent Schools Victoria reference groups and the National Partnerships Schools. Highview College’s Teacher satisfaction means are represented as blue bars, the 2013 Independent Schools Victoria’s reference means are represented as the red line, and the National Partnerships Schools are represented by a pink line. Highview College’s General Staff satisfaction means are represented as grey bars and the 2013 Independent Schools Victoria’s reference means are represented as the red line. Overall General Staff Satisfaction per School-Based Domain

Overall General Staff Satisfaction per Workplace Domain

7.7 7.9 7.9 7.7 8.0 7.6 7.9 7.7 7.76.2 6.9 7.8 7.3 7.7 7.1 7.3 7.1 7.3

8.1 8.2 8.4 8.2 8.3 8.4 8.5 8.5 8.3

7.37.9 8.1

7.98.2 7.9

8.2 8.27.9

0

1

2

3

4

5

6

7

8

9

10

Resources,offerings


StudentBehaviour


Pastoral Care ParentInvolvement

Quality ofTeaching and

Learning

Aver

age

Rat

ing

Overall General Staff Satisfaction per School Domain

Highview College 2011 General Staff


2013 Independent Schools Victoria General Staff Mean

2013 National Partnerships General Staff Mean

7.9 7.9 7.7 8.0 7.6 7.95.8 7.1 7.1 7.0 7.2 8.2

6.6

8.4

7.58.0 7.8

8.7

6.88.3

7.7 8.0 7.98.5

0

1

2

3

4

5

6

7

8

9

10



OverallSatisfaction

Aver

age

Rat

ing

Overall General Staff Satisfaction per Workplace Domain



2013 Independent Schools Victoria General Staff Mean

2013 National Partnerships General Staff Mean


Figures 21 and 22: Charts comparing Teaching Staff satisfaction to General Staff satisfaction at Highview College for each domain. Highview College’s Teaching Staff satisfaction means are represented as blue bars and the General Staff satisfaction means are represented as the grey line. Comparison between Teaching and General Staff Satisfaction per School-Based Domain

Comparison between Teaching and General Staff Satisfaction per Workplace Domain

7.5 7.8 8.1 7.7 8.2 7.4 8.2 7.7 7.5 8.4

6.2

6.9

7.87.3

7.77.1 7.3 7.1 7.3

0

1

2

3

4

5

6

7

8

9

Resources,offerings


StudentBehaviour


PastoralCare

ParentInvolvement

Quality ofTeaching

and Learning

TeachingPractice

Aver

age

Rat

ing

Comparison between Teachers' and General Staff Means per Domain at Highview College in 2013

2013 Highview College (Teachers)

2013 Highview College (General Staff)

6.9 7.9 7.3 7.6 7.9 8.5

5.8

7.1 7.1 7.0 7.2

8.2

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OverallSatisfaction

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age

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Comparison between Teachers' and General Staff Means per Domain at Highview College in 2013

2013 Highview College (Teachers)

2013 Highview College (General Staff)


School-Based Domains per Year Levels Taught

Figure 23: Chart comparing the overall staff satisfaction means of each School-Based Domain for Teaching staff at Highview College (where relevant), compared to the relevant Independent Schools Victoria reference groups. Highview College’s satisfaction means are represented as blue bars and the 2013 Independent Schools Victoria’s reference means are represented as the red lines above the bar. Table 17 below shows Highview College’s means per domain per school level. The top score in each column is highlighted in green and bottom score for each column is highlighted in red.

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Teacher Satisfaction Means per Domain by Area of Teaching for Highview College

2013 Secondary Teaching Staff


Teacher Satisfaction Means per Domain by Area of Teaching for

Highview College

2013 Secondary Teaching

Staff N = 40

2013 Secondary Teaching Staff ISV

Mean N = 2430

Resources, offerings 7.46 7.83Technology 7.74 7.96School Ethos/Values 8.14 8.10Student Behaviour 7.71 8.21Discipline 8.22 7.90Learning Support 7.38 7.91Pastoral Care 8.22 8.54Quality of Teaching and Learning 7.54 8.34Teaching Practice 8.37 8.27Parent Involvement 7.73 8.78


Workplace Domains per Year Levels Taught

Figure 24: Chart comparing the overall staff satisfaction means of each Workplace Domain for Teaching Staff at Highview College (where relevant), compared to the relevant Independent Schools Victoria reference groups. Highview College’s satisfaction means are represented as blue bars and the 2013 Independent Schools Victoria’s reference means are represented as the red lines above the bar. Table 18 below shows Highview College’s relevant means for each domain. The top score in each column is highlighted in green and bottom score for each column is highlighted in red.

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Teacher Satisfaction Means per Domain by Area of Teaching for Highview College

2013 Secondary Teaching Staff


Teacher Satisfaction Means per Domain by Area of Teaching for

Highview College

2013 Secondary Teaching

Staff N = 40

2013 Secondary Teaching Staff ISV

Mean N = 2430

Feedback 6.86 6.65Goal Alignment 7.93 8.18Leadership and Morale 7.35 6.93Staff Collaboration 7.62 8.00Professional Development 7.93 8.04Overall 8.52 8.58


School-Based Domains for Male and Female Staff

Figure 25: Chart comparing the overall staff satisfaction means of each School-Based Domain for Male and Female Teaching and General Staff at Highview College, compared to the relevant Independent Schools Victoria reference groups. Highview College’s satisfaction means are represented as blue bars (male staff) and pink bars (female staff). The 2013 Independent Schools Victoria’s relevant reference means are represented as the red lines above each bar. Table 19 below shows Highview College’s Male and Female Teaching and General Staff means for each domain in 2013. The top score in each column is highlighted in green and bottom score for each column is highlighted in red.

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Staff Satisfaction Means per Domain by Gender for Highview College2013 Highview College Male Teachers2013 Highview College Male General Staff2013 Highview College Female Teachers2013 Highview College Female General Staff2013 Independent Schools Victoria Mean

Staff Satisfaction Means per Domain by Gender for

Highview College

2013 Highview

College Male Teachers

2013 Highview College Female

Teachers

2013 Highview

College Male General Staff


General Staff

N = 15 N = 25 N = 4 N = 11Resources, offerings 7.04 7.70 6.21 6.32Technology 7.53 7.86 7.92 6.15School Ethos/Values 7.89 8.29 8.62 7.74Student Behaviour 7.37 7.91 7.78 7.14Discipline 7.90 8.41 8.13 7.59Learning Support 7.14 7.52 7.83 7.14Pastoral Care 7.86 8.43 7.94 7.11Parent Involvement 7.43 7.91 7.25 7.07Quality of Teaching and Learning 7.24 7.72 7.72 7.30Teaching Practice 8.13 8.51 na na


Workplace Domains for Male and Female Staff

Figure 26: Chart comparing the overall staff satisfaction means of each Workplace Domain for Male and Female Teaching and General Staff at Highview College, compared to the relevant Independent Schools Victoria reference groups. Highview College’s satisfaction means are represented as blue bars (male staff) and pink bars (female staff). The 2013 Independent Schools Victoria’s relevant reference means are represented as the red lines above each bar. Table 20 below shows Highview College’s Male and Female Teaching and General Staff means for each domain in 2013. The top score in each column is highlighted in green and bottom score for each column is highlighted in red.

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StaffCollaboration

ProfessionalDevelopment

Overall

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Staff Satisfaction Means per Domain by Gender for Highview College2013 Highview College Male Teachers2013 Highview College Male General Staff2013 Highview College Female Teachers2013 Highview College Female General Staff2013 Independent Schools Victoria Mean

Staff Satisfaction Means per Domain by Gender for

Highview College

2013 Highview

College Male Teachers


Teachers

2013 Highview

College Male General Staff


General Staff

N = 15 N = 25 N = 4 N = 11Feedback 6.76 6.92 6.25 5.75Goal Alignment 7.48 8.20 7.92 6.84Leadership and Morale 7.15 7.47 8.18 6.72Staff Collaboration 7.27 7.83 7.84 6.64Professional Development 7.55 8.16 8.00 6.95Overall 7.94 8.87 9.00 7.88


School-Based Domains and Staff Positions of Responsibility (POR)

Figure 27: Chart comparing the overall staff satisfaction means in each School-Based Domain for Teachers and General Staff with and without positions of responsibility (i.e. leadership roles) at Highview College, compared to the relevant Independent Schools Victoria reference groups. Highview College’s satisfaction means are represented as blue (Teachers) and grey bars (General Staff). The 2013 Independent Schools Victoria’s reference means are represented as the red lines for each bar. Table 21 below shows Highview College’s Teaching and General Staff means for each domain in 2013. The top score in each column is highlighted in green and bottom score for each column is highlighted in red.

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Staff Satisfaction Per Domain by Position of Responsibility (POR) for Highview College

2013 Highview College Teachers with POR2013 Highview College Teachers without POR2013 Highview College General Staff with POR2013 Highview College General Staff without POR2013 Independent Schools Victoria Mean



Teachers with POR

N = 27


Teachers without POR

N = 13


General Staff with POR

N = 3


General Staff without POR

N = 12

Resources, offerings 7.51 7.34 5.72 6.43Technology 7.87 7.45 7.44 6.42School Ethos/Values 8.17 8.08 8.60 7.82Student Behaviour 7.76 7.61 7.23 7.33Discipline 8.19 8.27 7.50 7.79Learning Support 7.43 7.25 7.56 7.26Pastoral Care 8.20 8.25 7.63 7.26Parent Involvement 7.81 7.56 6.63 7.19Quality of Teaching and Learning 7.51 7.61 7.49 7.39Teaching Practice 8.45 8.18 na na


Workplace Domains and Staff Positions of Responsibility (POR)

Figure 28: Chart comparing the overall staff satisfaction means of each School-Based Domain for Teachers and General Staff with and without positions of responsibility at Highview College, compared to the relevant Independent Schools Victoria reference groups. Highview College’s satisfaction means are represented as blue (Teachers) and grey bars (General Staff). The 2013 Independent Schools Victoria’s reference means are represented as the red lines. Table 22 below shows Highview College’s Teaching and General Staff means for each domain in 2013. The top score in each column is highlighted in green and bottom score for each column is highlighted in red.

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StaffCollaboration


Overall

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2013 Highview College Teachers with POR2013 Highview College Teachers without POR2013 Highview College General Staff with POR2013 Highview College General Staff without POR2013 Independent Schools Victoria Mean



Teachers with POR

N = 27


Teachers without POR

N = 13


General Staff with POR

N = 3


General Staff without POR

N = 12

Feedback 7.05 6.47 6.53 5.72Goal Alignment 7.87 8.05 7.39 7.06Leadership and Morale 7.39 7.26 7.69 6.96Staff Collaboration 7.62 7.62 7.33 6.87Professional Development 7.85 8.12 7.33 7.21Overall 8.60 8.36 8.67 8.06


School-Based Domains by Number of Years’ Teaching Experience

Figure 29: Chart shows the overall staff satisfaction means in each School-Based Domain for Highview College’s Teaching Staff according to the number of years of teaching experience they have had, compared to the relevant Independent Schools Victoria reference groups. Highview College’s satisfaction means are represented as blue bars and the 2013 Independent Schools Victoria’s reference means are represented as the red lines. Table 23 below shows Highview College’s Teaching Staff means for each School-Based domain in 2013. The top score in each column is highlighted in green and bottom score for each column is highlighted in red.

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Teachers' Satisfaction per Domain by Years of ExperienceHighview College Teachers with 5 or fewer years' experienceHighview College Teachers with 6 to 10 years' experienceHighview College Teachers with 11 to 15 plus years' experienceHighview College Teachers with 16 plus years' experienceISV Mean for Teachers with Similar Experience

Teachers' Satisfaction per Domain by Years of Experience


Teachers with 3 to 5

years experience

N = 9



years experience

N = 8



years experience

N = 6


Teachers with 16 plus

years experience

N = 17

Resources, offerings 7.27 7.33 7.50 7.60Technology 7.60 7.63 7.77 7.85School Ethos/Values 8.21 7.70 8.30 8.25Student Behaviour 7.38 7.74 7.45 7.97Discipline 8.19 8.19 8.17 8.26Learning Support 7.30 7.61 7.14 7.39Pastoral Care 8.26 8.30 8.10 8.20Parent Involvement 7.71 7.45 7.91 7.81Quality of Teaching and Learning 7.68 7.62 7.38 7.49Teaching Practice 8.24 8.38 8.38 8.43


Workplace Domains by Number of Years’ Teaching Experience

Figure 30: Chart shows the overall staff satisfaction means in each Workplace Domain for Highview College’s Teaching Staff according to the number of years of teaching experience they have had, compared to the relevant Independent Schools Victoria reference groups. Highview College’s satisfaction means are represented as blue bars and the 2013 Independent Schools Victoria’s reference means are represented as the red lines. Table 24 below shows Highview College’s Teaching Staff means for each Workplace Domain in 2013. The top score in each column is highlighted in green and bottom score for each column is highlighted in red.

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Teachers' Satisfaction per Domain by Years of ExperienceHighview College Teachers with 5 or fewer years' experienceHighview College Teachers with 6 to 10 years experienceHighview College Teachers with 11 to 15 plus years' experienceHighview College Teachers with 16 plus years experienceISV Mean for Teachers with Similar Experience

Teachers' Satisfaction per Domain by Years of Experience



years experience

N = 9



years experience

N = 8



years experience

N = 6


Teachers with 16 plus

years experience

N = 17Feedback 7.03 6.78 6.80 6.83Goal Alignment 7.73 8.00 7.50 8.15Leadership and Morale 6.86 6.84 7.56 7.77Staff Collaboration 7.41 7.42 7.59 7.84Professional Development 8.03 7.25 7.96 8.20Overall 8.04 8.88 8.00 8.79


School-Based Domains by Type of Employment Figures 31 and 32: The following two charts show the Teaching Staff (top) and General Staff (bottom chart) satisfaction means for each School-Based Domain according to their type of employment at Highview College compared to the relevant Independent Schools Victoria reference groups. Highview College’s satisfaction means are represented as blue (Teachers) and grey bars (General Staff). The 2013 Independent Schools Victoria’s reference means are represented as the red lines.

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Satisfaction per Domain by Type of Employment (Teaching Staff) at Highview College

2013 Highview College Full-time Teachers

2013 Highview College Part-time Teachers

2013 Independent Schools Victoria Mean

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Satisfaction per Domain by Type of Employment (General Staff) at Highview College

2013 Highview College Full-time General Staff

2013 Highview College Part-time General Staff



Workplace Domains by Type of Employment Figures 33 and 34: The following two charts show the Teaching Staff (top chart) and General Staff (bottom chart) satisfaction means for each Workplace Domain according to their type of employment at Highview College compared to the relevant Independent Schools Victoria reference groups. Highview College’s satisfaction means are represented as blue (Teachers) and grey bars (General Staff). The 2013 Independent Schools Victoria’s reference means are represented as the red lines.

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Feedback Goal Alignment Leadershipand Morale


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Satisfaction per Domain by Type of Employment (Teaching Staff) at Highview College

2013 Highview College Full-time Teachers

2013 Highview College Part-time Teachers


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Feedback Goal Alignment Leadershipand Morale


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Satisfaction per Domain by Type of Employment (General Staff) at Highview College

2013 Highview College Full-time General Staff

2013 Highview College Part-time General Staff



Tables 25 and 26 below show Highview College’s Teaching and General Staff means for the School-Based and Workplace Domains in 2013 by type of employment. The top score in each column is highlighted in green and bottom score for each column is highlighted in red.

Satisfaction per School-based Domain by Type of

Employment at Highview College

2013 Highview

College Full-time

Teachers

2013 Highview

College Part-time

Teachers

2013 Highview

College Full-time General

Staff

2013 Highview

College Part-time General

Staff

N = 30 N = 10 N = 10 N = 5Resources, offerings 7.5 7.4 6.0 6.9Technology 7.8 7.6 6.2 7.4School Ethos/Values 8.2 7.9 8.1 7.8Student Behaviour 7.7 7.6 7.2 7.5Discipline 8.3 8.1 7.7 7.8Learning Support 7.3 7.5 7.1 7.7Pastoral Care 8.3 7.8 7.3 7.4Parent Involvement 7.8 7.7 7.0 7.3Quality of Teaching and Learning 7.6 7.5 7.4 7.5Teaching Practice 8.4 8.1 na na

Satisfaction per Workplace Domain by Type of

Employment at Highview College

2013 Highview

College Full-time

Teachers

2013 Highview

College Part-time

Teachers

2013 Highview

College Full-time General

Staff

2013 Highview

College Part-time General

Staff

N = 30 N = 10 N = 10 N = 5Feedback 7.0 6.6 6.2 5.3Goal Alignment 8.0 7.6 7.3 6.9Leadership and Morale 7.4 7.1 7.2 7.0Staff Collaboration 7.7 7.5 7.0 7.0Professional Development 8.1 7.6 7.4 6.9Overall 8.6 8.4 8.8 6.9


School-Based Domains by Number of Years at Highview College

Figure 35: Chart compares Teachers’ to General Staff satisfaction for each School-Based Domain according to the number of years of employment at Highview College. Highview College’s Teachers’ satisfaction means are represented as blue bars and General Staff satisfaction means are the dark grey lines. (Independent Schools Victoria reference group means are not shown). Workplace Domains by Number of Years at Highview College

Figure 36: Chart compares Teachers’ to General Staff satisfaction for each Workplace Domain according to the number of years of employment at Highview College.

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Staff Satisfaction per Domain by Length of Employment at Highview College

Teachers Employed for 0 to 2 years Teachers Employed for 3 to 5 years Teachers Employed for 6 to 10 years Teachers Employed for 11 plus yearsGeneral Staff Employed for the Same Period

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Staff Satisfaction per Domain by Length of Employment at Highview College

Teachers Employed for 0 to 2 years Teachers Employed for 3 to 5 years Teachers Employed for 6 to 10 years Teachers Employed for 11 plus yearsGeneral Staff Employed for the Same Period


School-Based Domains by Age Group

Figure 37: Chart comparing Teachers’ satisfaction to General Staff Satisfaction for each School-Based Domain per age group at Highview College. Highview College’s Teachers’ satisfaction means are represented as blue bars and General Staff satisfaction means are represented as the dark grey lines. (The Independent Schools Victoria reference group means are not shown). Workplace Domains by Age Group

Figure 38: Chart comparing Teachers’ satisfaction to General Staff Satisfaction for each Workplace Domain per age group at Highview College.

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Staff Satisfaction per Domain by Age Group for Highview College2013 Highview College Teachers aged 20-392013 Highview College Teachers aged 40-592013 Highview College Teachers aged 60 plusGeneral Staff in the Same Age Group

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Staff Satisfaction per Domain by Age Group for Highview College2013 Highview College Teachers aged 20-392013 Highview College Teachers aged 40-592013 Highview College Teachers aged 60 plusGeneral Staff in the Same Age Group


Section 4: Additional Analyses General Staff Satisfaction and Regular Contact with Teachers General staff occupy a wide variety of roles within a school and, as such, it is difficult to group these roles in a way that can apply across many different schools. General Staff members at Highview College were asked whether their primary duties involve regular and direct work with teachers and/or students (e.g. Nurse, Chaplain, Psychologist, Teachers' Aide, Lab Technician, Librarian) or not (e.g. Administration, Reception, Finance, Maintenance). Figure 41 shows these groups’ overall satisfaction per domain compared to the Independent Schools Victoria Reference Mean. Highview College’s General Staff satisfaction means are represented as the grey bars and the 2013 Independent Schools Victoria’s reference means are represented as the red and grey lines.

6.5

7.0

7.9

7.3

7.6

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General Staff Satisfaction per Domain and Whether Duties Involve Regular or Direct Work With Teachers

2013 Highview College General Staff (Regular Teacher Contact)2013 Highview College General Staff (Not Regular Teacher Contact)2013 ISV General Staff Regular Teacher Contact2013 ISV General Staff Not Regular Teacher Contact


Staff Perceptions of General Staff Role Value

General staff were asked four questions about how they feel their role is valued within the school, and Teaching Staff were asked one question as to whether they value the contributions made by General Staff. High scores are reported by General staff who perceive that teaching staff and the leadership team understand and appreciate the role they play. The overall results for Highview College in the area of General Staff Role Value are presented in Figure 42 below. Highview College’s satisfaction means are represented as the grey bars (General Staff) and there is one light blue bar for Teaching Staff. The 2013 Independent Schools Victoria’s reference means per question are represented as the red bars.

6.5

7.1

6.5

6.6

8.8

7.6

7.7

7.7

7.7

9.2

My contribution to the achievements of this school isrecognised by other staff

My role is clearly defined

The role I play within this school is understood by theleadership team

The role I play within this school is recognised by teachingstaff

I value the contributions made by non -teaching staff(Teachers only)

Perceptions of General Staff Role

2013 ISV Reference Mean 2013 Highview College General Staff Overall


Section 6: Net Promoter Score Intention to Recommend the School to Others The Net Promoter Score (NPS) has been introduced into this year’s report to give schools a different perspective into staff satisfaction. The Net Promoter Score is a measure that determines the loyalty between a provider and a customer. This is a useful measure based on research by Feichheld (2003) who suggested that a customer’s intention to recommend a product or service is more likely to influence their future behaviour than typical questions about customer satisfaction. The Net Promoter Score is based on the answers to the question ‘How likely are you to recommend (service, product or experience) to a friend or colleague’. The scoring of the question is completed via a 0 to 10 point scale, with the following breakdown: Respondents who give a score between 0 to 6 are classified as ‘Detractors’ - those customers

who are more likely to spread negative views about the organisation and less likely to continue with the service.

Respondents who give a score of 7 or 8 are classified as ‘Fence Sitters or Passives’ - those customers who are unlikely to spread information about the organisation whether that be good or bad.

Respondents who give a score of 9 or 10 are classified as ‘Promoters’ - those customers who are more likely to spread positive views about the organisation and be more likely to continue with the service.

Once the results have been tallied, the NPS is then calculated according to the per cent of Promoters minus the per cent of Detractors. This results in a final score of between -100 and 100. The higher the score, the greater is the overall the loyalty of the customer. In this survey, staff members are regarded as ‘internal customers’. The following diagram illustrates this concept: <http://www.peoplepulse.com.au/NPS-score.jpg>

Staff members who are detractors can be harmful to a school as they are likely to criticise the school to fellow colleagues and even others outside the school. This could potentially negatively influence the recruitment or attraction of quality staff or new parents against the school. It is thus important to address the specific issues that these detractors have, in order to prevent a school’s name being damaged. When looking at Net Promoter Scores and the percentage of promoters/detractors, please take the sample size into account when interpreting the results, as low numbers can give a misleading representation. Please also note that for the purposes of consistency to previous years’ questionnaires, the Net Promoter question differs slightly from the regular question, by using ‘I am happy to recommend’, rather than ‘I am likely to recommend.

http://www.google.com.au/url?sa=i&rct=j&q=net+promoter+score&source=images&cd=&cad=rja&docid=N1sMUQBeVepvvM&tbnid=XA6E2Qxs-PUtTM:&ved=0CAUQjRw&url=http://www.peoplepulse.com.au/NPS/What-is-Net-Promoter-Score-NPS.htm&ei=N4ceUqP9KY3UkQWYjoCoCw&bvm=bv.51495398,d.dGI&psig=AFQjCNFiQncR1vOUEHPqNDMRkG5aMQsjQA&ust=1377818804375588


Figure 43 shows the Net Promoter Score between General and Teaching Staff for the current and previous years and compares it to the benchmark score. The higher the score, the greater is the overall the loyalty of the staff member. A negative score means that there are more detractors than promoters.

Figure 44 shows the Net Promoter Score between Primary and Secondary Staff for the current and last two years and compares it to the benchmark score.

59.4

47.7

55.058.7

78.6

53.3

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ISV Benchmark 2013 Highview College 2011 Highview College 2013

Net Promoter Scores for Teaching and General Staff at Highview College

Teachers Net Promoter Score

General Staff Net Promoter ScoreT

The

58.6

50.0

55.0

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46

48

50

52

54

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Secondary (Years 7-12)

Highview College Net Promoter Score for Primary and Secondary Teachers

ISV BenchmarkHighview College 2011Highview College 2013


Figures 45 and 46 show the breakdown of promoters and detractors for Teaching and General Staff, comparing current and previous years to the ISV Benchmark. Please take the sample sizes into account when interpreting the results, as low numbers can give a misleading representation.

9.5% 6.8% 5.0%

68.9%

54.5% 60.0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

ISV Benchmark (n=5260) Highview College 2011 (n= 44) Highview College 2013 (n=40)

Percentage of Promoters and Detractors - TeachersDetractors

Promoters

9.2% 7.1%13.3%

67.9%85.7% 66.7%

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ISV Benchmark (n=1912) Highview College 2011 (n= 14) Highview College 2013 (n=15)

Percentage of Promoters and Detractors - General Staff

Detractors

Promoters


Appendix Development of the Staff Satisfaction Survey

Several approaches were adopted to develop the new Staff Satisfaction Survey. Firstly, focus groups were conducted with a group of 25 Teachers and General (non-teaching) Staff to gain insights into the dimensions of school satisfaction important to these groups. Specifically, the groups were asked (unprompted) to consider the key aspects that they would expect a school to provide to achieve an excellent education for students. The groups were then asked about which aspects would be important to ensure a satisfactory working environment. These aspects were prioritised and themes were identified. Interestingly, very similar themes and ideas emerged to those already in the current L E A D surveys. Secondly, Independent Schools Victoria’s existing L E A D Parent, Student and Year 12 Exit Surveys were consulted to determine if there were any questions in these surveys that could also be asked of staff. The aim was to develop a tool that could identify any gaps or differences in what schools and teachers think they provide, and what students and parents feel they receive from Independent schools. Thirdly, these processes led to a large pool of question items which were edited in several iterations. Groups of questions were developed to be specifically relevant for Teaching and General Staff in a school. The core questions were set up as an online survey of 119 questions. For each item, respondents were asked their level of agreement with each question using an 11-point scale (from 0 = complete disagreement to 10 = complete agreement). In addition, staff could also answer ‘don’t know’ or ‘not applicable’ to each question. The 11-point Likert scale was used because it is the same scale that is being used in our other L E A D surveys (except for the Governance Survey). It also allows for a finer degree of response and direct comparisons between the different stakeholder groups. The online survey was further tested by 25 Teaching and General Staff to determine the timing and effect of completing a survey with a large pool of items. Three over-arching themes were identified: Staff perceptions of school effectiveness

(school-based issues), such as academic

programs; resources; pastoral care; student behaviour and quality of teaching

Staff perceptions of workplace issues such as leadership, professional development, peer support communication and relationships.

Teaching issues such as quality of teaching, learning and teaching practices.

Within these three themes, 16 subscales or domains of assessment were proposed based on the existing domains of school effectiveness in the current Independent Schools Victoria Parent, Student and Year 12 Exit Surveys. The final step was to conduct multivariate statistical tests to assess the survey psychometrically for correlations and internal consistency. Multivariate Analysis Factor analysis is a family of multivariate statistical techniques used to identify clusters of inter-correlated variables or factors. The aim of the analysis is to identify groups of variables which are relatively homogenous. The aim was also to test the assumptions made about the potential subscales or domains. In this case, only exploratory factor analysis was conducted, and found to be robust. A sample of 894 Teaching Staff from four schools who answered the online survey during August 2011 was randomly selected to conduct an exploratory factor analysis on the survey items. Each item was tested for normality, and it was determined that a large number of questions were skewed. Because of this, the method of factor analysis chosen was a Principal Axis Factoring (PAF) analysis to be conducted on the survey items (Hair et al 1995) using SPSS (version 19). The method of rotation (used to aid in the analysis of the factors) was oblique rotation (Direct Oblimin with Kaiser rotation) because it allows factors to correlate which is a condition more likely to occur in reality, particularly in opinion surveys. The Kaiser-Meyer-Olkin measure verified the sampling adequacy for the analysis (KMO = 0.981, which is ‘superb’ according to Field, 2009). Bartlett’s test of sphericity, (χ2 of 94472.92, with df = 7021 and p < 0.001), indicated that correlations between items were sufficiently large for Principal Axis Factoring. An initial Principal Components Analysis (PCA) followed by PAF was run on all 119 items, to obtain Eigen values for each component in the data and to determine any potential items that could be deleted. In all, 16


components had an Eigen value >1 (Kaiser’s criterion) and in combination, explained 65 per cent of the total variance. The Scree Plot was ambiguous, and implied that there were about 10 factors, but it was difficult to interpret. Therefore, a parallel analysis using a Monte-Carlo Simulation of Eigen values was conducted, and this confirmed that there were likely to be 14 factors to be retained in the final analysis, if all 119 items were analysed together. In order to test the assumptions about the various questions and where they would fit after the exploratory factor analysis, the 119 survey items were therefore divided into three subsets: 37 questions were identified as being

‘Workplace issues’, 47 questions identified as being ‘School-

Based issues’ and 35 questions were being identified as

‘Teaching issues’ The last two subsets were based on how the questions were grouped in our other L E A D surveys. A Principal Axis factor analysis was conducted on each set. The resultant pattern matrices for each set were used to determine which survey items (or variables) fitted with which factor or domain. The end result was a total of 16 factors (domains), which was the same number as predicted in the survey design: six factors (domains) were determined for the ‘Workplace issues’, seven factors (domains) were determined for the ‘School-Based issues’ and three factors (domains) for the ‘Teaching issues’. However, what was interesting was that the actual factors or domains were somewhat different to those predicted. For example, two were grouped together (i.e., ‘Leadership and Morale’, as well as ‘Quality of Teaching and Learning Outcomes’) and could not be separated by additional factor analysis. In addition a new factor emerged with highly loaded factors, namely ‘Technology’ and the use of ICT in schools. Eight survey items were removed as having low factor loadings (below 0.2). The pattern matrices resulting from the three PAF tests with the resultant domains and the factor loadings per survey item after rotation for each of the three subsets can be provided on request. Finally, once the 16 factors were confirmed, all of the variables (or survey items) in each factor were tested for reliability and internal consistency using Cronbach’s alpha (α). All of the factors had high reliabilities, and are also shown in the tables in Appendices 1a-1c. The lowest Cronbach’s alpha was α = 0.77 for the

Resources Domain, and the highest α =0.95 was for the Leadership and Morale Domain. Staff Satisfaction Domains Although the factor analysis was conducted on three subsets of data, it was decided for the purpose and ease of reporting, to discuss schools’ results under two major themes, namely ‘School-Based Domains’ and ‘Workplace Domains’. The three ‘Teaching and Learning’ domains were grouped under the ‘School-Based Domains’ because the Staff Satisfaction survey evaluates the extent to which staff believe effective school practices are apparent across different domains. The ‘Workplace Domains’ evaluate the extent to which the school is a satisfactory working environment. The final domains are explained on page 2 of this report.


References

1. Feichheld, F (2003). The one number you need to grow. Harvard Business Review, December 1, 2003, 46-54.

2. Field, A (2009) Discovering Statistics Using SPSS (and sex and drugs and rock ‘n roll), 3rd Edition, Sage Publications Ltd., London, California, New Delhi, Singapore

3. Hair, JF, Anderson, RE, Tatham, RL and Black, WC (1995) Multivariate Data Analysis With Readings, Prentice-Hall International (UK) Ltd, London

4. Hattie, JA (2003). Teachers make a difference: What is the research evidence? Background

paper to invited address presented at the 2003 ACER Research Conference, Carlton Crest Hotel, Melbourne, Australia, October 19-21, 2003. Cited in Rowe, KR (2004), see below.

5. Rowe, KJ (2004). The importance of teaching: Ensuring better schooling by building teacher

capacities that maximize the quality of teaching and learning provision – implications of findings from the international and Australian evidence-based research. Background paper to invited address presented at the Making Schools Better Summit Conference, Melbourne Business School, the University of Melbourne, 26-27 August 2004. Available at: www.acer.edu.au/research/programs/learningprocess.html

6. Wenglinski, H (2000). How Schools Matter: The Link Between Teacher Classroom Practices

and Student Academic Performance, accessed on July 12 2005: http://epaa.asu.edu/epaa/v10n12/

7. Wenglinski, H (2002). Teacher classroom practices and student performance: How schools

can make a difference, accessed on 12 July 2005: www.ncrel.org/gap/library/text/26 teachersmake.htm

8. What is the Net Promoter Score? Accessed 9 September 2013, <http://www.peoplepulse.com.au/NPS-score.jpg>

Any questions about the survey or analysis can be directed to Jacqui Louw (Manager, Research and Analysis) at 03 9533 1972 or by email to [email protected]

http://www.acer.edu.au/research/programs/learningprocess.html

http://epaa.asu.edu/epaa/v10n12/

http://www.ncrel.org/gap/library/text/26%20teachersmake.htm

http://www.ncrel.org/gap/library/text/26%20teachersmake.htm

mailto:[email protected]


Notes:

www.is.vic.edu.au

staff satisfaction survey - highview college€¦ · 2013 staff satisfaction survey report . school...

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