Satisfaction Survey
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 diverse Member Schools to continue providing the best possible education outcomes for the citizens of tomorrow. Rosslyn Street West Melbourne VIC PO Box North Melbourne VIC T F W independentschools.vic.edu.au ABN A H
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, schools have participated in the Survey, which was developed in. Over, 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... Method... Section : Results of Satisfaction per School-Based Domain... Resources and Offerings... Technology... School Ethos and Values... Student Behaviour... Discipline... Learning Support... Pastoral Care... Parent Involvement... Quality of and Learning... Practice... Section : Results of Satisfaction per Workplace Domain... Feedback... Goal Alignment... Leadership and Morale... Collaboration... Professional Development... Overall Satisfaction... Section : Comparison of Domains... Overall Satisfaction per Domain... Comparison between and Satisfaction per Domain... Year Levels Taught... Male and Female... Positions of Responsibility (POR)... Number of Years Experience... Number of Years at... Age Group... Section : Additional Analyses... Satisfaction and Regular Contact with Teachers... Perceptions of Role Value... Section : Net Promoter Score... Intention to Recommend the School to Others... Appendix...
Introduction Background to the Satisfaction Survey In, Independent Schools Victoria developed a new 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. 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, ; Wenglinski, a and ; Rowe, ). 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 per cent of the variance and this predicts achievement more than any other variable. The teacher effect accounts for about 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. ). 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 Satisfaction Survey. The survey therefore also aimed to determine what workplace factors are important to ensure staff satisfaction. For example, Perie and Baker () 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 Satisfaction Survey An in-depth discussion of how the new Independent Schools Victoria 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 Teachers and (non-teaching) 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 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 and. These questions were pilot-tested with and 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 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. Independent Schools Victoria Satisfaction Survey
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, 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 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 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 Learning and Practice The Workplace Domains are: Feedback Goal Alignment Leadership and Morale Collaboration Professional Learning Overall Satisfaction. Survey Administration and Members are asked to complete up to core statements (filtered according to staff position) on an - point scale from to where = complete disagreement and = complete agreement with each statement. In addition, staff could also answer don t know or not applicable to each question. The -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 Survey responses for with the current Independent Schools Victoria reference (benchmark) means, which are recalculated at the end of each year. In, data were obtained from staff members from schools. For the benchmarks, data from were combined with and 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 benchmark to ensure that each respondent is unique. Therefore, the benchmarks includes staff members from schools. These schools represent a wide distribution of our Member schools in terms of size, SES score and location. Some features of the benchmark respondents were as follows: Seventy-three per cent (or ) of the respondents were, and the remainder () were. Within the group, six per cent were Teachers in non-teaching positions (such as principals). Thirty-two per cent of and per cent of were male. Females made up per cent of and per cent of. Seventy-six per cent of were employed full time, per cent were part time and one per cent were casual employees. per cent of staff Independent Schools Victoria Satisfaction Survey
were employed full time, per cent were part time, and three per cent were casual. With respect to which sectors had taught in previous years, per cent had taught in other Independent schools, per cent had taught in the Government sector, per cent had taught in the Catholic sector and per cent had not taught in any other sectors. The age distribution of respondents was as follows: Age of or under % % to % % to % % to % % plus % % Teachers and 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 and per cent of indicated that they held a position of responsibility in their schools. In terms of teaching experience, per cent of respondents had less than six years teaching experience, per cent had between six and years experience, and per cent of Teachers had or more years experience. 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 to in some schools and to in other schools. This table is indicative only. Main Areas of Percentage of Sample Early Learning % Primary Years (ly Prep - Year ) Middle Years (categories differ somewhere between Years and ) Secondary years (ly Year - or Years to ) % % % Multiple year levels % In, a comparison of your school s results against National Partnerships Schools was included (See Figures to ). National Partnership staff represented % ( staff from schools) of all staff in this years data, % of which were teaching staff. Forty-one per cent of had completed a post-graduate degree other than a teacher training qualification. Four per cent of respondents had Doctorate degrees, per cent had Masters degrees and per cent had Graduate Diploma level degrees. All respondents ( and ) were asked how many years they had been at their respective schools. Fiftyone per cent had been working at their school for five or less years, per cent had been working at their schools for between six and ten years (inclusive), and per cent had been at their schools for or more years. In terms of the main areas in which the taught, the following table provides an estimate distribution of Teachers across the sample. Teachers were asked to rate their main areas of Independent Schools Victoria Satisfaction Survey
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 and in. The same is done for the National Partnerships schools in the third and fourth table below. School-based Domain Domain N Mean N Mean Resources, offerings.. Technology.. School Ethos/Values.. Student Behaviour.. Discipline.. Learning Support.. Pastoral Care.. Parent Involvement.. Quality of.. Practice. na na Workplace Domain Domain N Mean N Mean Feedback.. Goal Alignment.. Leadership and Morale.. Collaboration.. Professional Development.. Overall.. National Partnerships Reference Means per Domain School-based Domain Domain N Mean N Mean Resources, offerings.. Technology.. School Ethos/Values.. Student Behaviour.. Discipline.. Learning Support.. Pastoral Care.. Parent Involvement.. Quality of.. Practice. na na Workplace Domain Domain N Mean N Mean Feedback.. Goal Alignment.. Leadership and Morale.. Collaboration.. Professional Development.. Overall.. Independent Schools Victoria Satisfaction Survey
Demographics The participants at included and. The participation rate at was per cent; with of nominated staff responding to the questions. The following tables provide details about the participants in the 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 Total Male Female In positions of responsibility Primary duties that involve regular direct work with teachers/students Areas of Secondary years ( - ) Non-teaching role * Total *Combined with the Secondary teachers for the analysis Years' Experience to years to years to years plus years Total Postgraduate qualification Doctorate level Masters level Grad Diploma level Total Sectors in which have Taught Other independent schools Catholic Government No other sectors Independent Schools Victoria Satisfaction Survey
Age Distribution to to plus Total responses provided Years at to years or more years to years plus years Total responses provided Employment Status Full time Part time Total responses provided Independent Schools Victoria Satisfaction Survey
Reading Your Charts % responses per rating % % % % % % % % % Collaboration.%.%.%.%.....%.%.%.% Rating scale = low = high to to to to Overall mean % %.%.%.%.%.%.%.%.% Independent Schools Victoria (Teachers) N = Generic (Teachers) N = Independent Schools Victoria ( ) N = Generic ( ) N = The data in each chart in Section show the overall ratings that a school s and Members provided for each domain. For each domain, the percentage of and responses per rating are shown as a stacked bar chart in blue. As mentioned previously, the rating scale is from (no satisfaction) to (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, per cent of and per cent of (the dark blue section) rated the school to for Collaboration. About per cent of respondents gave answers averaging lower than on the satisfaction scale. For the Independent sector (the red bars), per cent of and per cent of gave their schools a satisfaction rating of or for Collaboration. The Independent Schools Victoria reference mean for was., and for the school, it was. in. 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. were not asked all questions, and are marked NA in the tables where relevant. The charts in Sections and follow a different format where the means for all the domains are presented in one chart. The charts are explained in these Sections. Independent Schools Victoria Satisfaction Survey
Section : Results of 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. members appreciate school grounds being attractive and well-maintained, but this is not essential. Resources and Offerings % responses per rating % % % % % % % % % % %.%.%.%.%....%..%.%.%.%.%.%.% Rating scale = low = high to to to to Overall mean Independent Schools Victoria (Teachers) N = (Teachers) N = Independent Schools Victoria ( ) N = ( ) N = Figure : Chart showing overall staff satisfaction with s Resources and Offerings, compared to the Independent Schools Victoria reference group. The data are represented by comparing the percentage of and staff responses per rating for this domain (with = no agreement, and = complete agreement). Table shows the relevant and overall means per question for as well as the Independent Schools reference group means. (Only the Overall and 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 s strengths and areas for improvement lie in each domain. Table : Averages of Survey Questions for "Resources" Overall N = N = ISV N = ISV Overall N = The school offers a broad curriculum to students. ( - This school offers a broad range of learning programs (curricular and co -curricular) to students). Students have access to high quality materials and resources that help them learn. The school buildings and grounds are attractive and well maintained. The school library/resource centre has outstanding resources for students. There is a broad range of co -curricular offerings at this school...... na na.......... na na. Independent Schools Victoria Satisfaction Survey
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. Technology % responses per rating % % % % % % % % % % %.%.%.%.%.....%.%.%.%.%.%.%.%.% Rating scale = low = high to to to to Overall mean Independent Schools Victoria (Teachers) N = (Teachers) N = Independent Schools Victoria ( ) N = ( ) N = Figure : Chart showing overall staff satisfaction with 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 = no agreement, and = complete agreement). Table shows the relevant and overall means per question for as well as the 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 s strengths and areas for improvement lie in each domain. Table : Averages of Survey Questions for "Technology" Overall N = N = ISV N = ISV Overall N = This school ensures that students learn to make appropriate use of computers. There are excellent opportunities to learn using computer technology at this school.. na na.. na na. The school has a clearly articulated cybersafety policy..... I have access to the technology I need to do my job properly..... The school educates students about the safe and responsible use of information and communication technologies..... Independent Schools Victoria Satisfaction Survey
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. School Ethos/Values % responses per rating % % % % % % % % %.%.%.%.%.....%.%.%.% Rating scale = low = high to to to to Overall mean % %.%.%.%.% Independent Schools Victoria (Teachers) N = (Teachers) N = Independent Schools Victoria ( ) N = ( ) N = Figure : Chart showing overall staff perceptions of 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 = no agreement, and = complete agreement). Table shows the relevant and overall means per question for as well as the 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 s strengths and areas for improvement lie in each domain. Table : Averages of Survey Questions for "School Ethos and Values" Overall N = N = ISV N = ISV Overall N = The school emphasises drug awareness and prevention education..... The school encourages participation in community service..... The school effectively educates students against racism.. na na. Students are encouraged to respect individual differences..... Students are encouraged to develop an appropriate set of life values. The school focuses on developing students as well rounded individuals. The school prepares students well for taking an active role in society. The school helps students to develop a commitment to improving others' social circumstances.......... na na..... Independent Schools Victoria Satisfaction Survey
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. Student Behaviour % responses per rating % % % % % % % %.%.%.%.%.....%.% Rating scale = low = high to to to to Overall mean %.%.% % %.%.%.% Independent Schools Victoria (Teachers) N = (Teachers) N = Independent Schools Victoria ( ) N = ( ) N = Figure : Chart showing overall staff satisfaction with Student Behaviour at, 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 = no agreement, and = complete agreement). Table shows the relevant and overall means per question for as well as the 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 s strengths and areas for improvement lie in each domain. Table : Averages of Survey Questions for "Student Behaviour" Overall N = N = ISV N = ISV Overall N = This school is a safe place for students to learn..... At this school, bullying is dealt with according to best practice.. na na. Students at this school appear to be happy..... There is a real sense of pride at this school..... Bullying amongst students is not a problem at this school..... Students in the school are well behaved..... Students get on well with each other..... Students respect the teachers (staff)..... Independent Schools Victoria Satisfaction Survey
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 selfdiscipline. members are satisfied when the discipline at the school follows established codes of practice and when they perceive that the school is well run. Discipline % responses per rating % % % % % % % % %.%.%.%.%.....%.%.%.% Rating scale = low = high to to to to Overall mean % %.%.%.%.%.%.% Independent Schools Victoria (Teachers) N = (Teachers) N = Independent Schools Victoria ( ) N = ( ) N = Figure : Chart showing overall staff perceptions of 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 = no agreement, and = complete agreement). Table shows the relevant and overall means per question for as well as the 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 s strengths and areas for improvement lie in each domain. Table : Averages of Survey Questions for "Discipline" Overall N = N = ISV N = ISV Overall N = The school encourages students to exercise self -discipline.. na na. The school clearly communicates its expectations for student behaviour. The discipline in this school follows established codes of practice...... na na. The school is well run..... Independent Schools Victoria Satisfaction Survey
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. 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. Learning Support % responses per rating % % % % % % % % %.%.%.%.%.....%.%.%.% Rating scale = low = high to to to to Overall mean % %.%.%.%.% Independent Schools Victoria (Teachers) N = (Teachers) N = Independent Schools Victoria ( ) N = ( ) N = Figure : Chart showing overall staff satisfaction with the Learning Support offered to students at, 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 = no agreement, and = complete agreement). Table shows the relevant and overall means per question for as well as the 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 s strengths and areas for improvement lie in each domain. Table : Averages of Survey Questions for "Learning Support" Overall N = N = ISV N = ISV Overall N = Students from different backgrounds and cultures are treated equally at this school. Students are well supported to help them improve the standard of their learning. Our school's programs effectively meet the special needs of gifted and talented students. Teachers challenge students appropriately in their learning at this school. Students' special interests and talents are developed at this school. Our school's programs effectively meet the special needs of students (such as limited English, learning disabilities)...... na na.. na na.. na na......... Students are encouraged to help each other to learn.. na na. Independent Schools Victoria Satisfaction Survey
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. Pastoral Care % responses per rating % % % % % % % %.%.%.%.%.....% Rating scale = low = high to to to to Overall mean % %.%.%.% %.%.%.%.% Independent Schools Victoria (Teachers) N = (Teachers) N = Independent Schools Victoria ( ) N = ( ) N = Figure : Chart showing overall staff perceptions of 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 = no agreement, and = complete agreement). Table shows the relevant and overall means per question for as well as the 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 s strengths and areas for improvement lie in each domain. Table : Averages of Survey Questions for "Pastoral Care" Overall N = N = ISV N = ISV Overall N = The school successfully supports the development of the students' social and personal skills..... Students are treated fairly at this school..... take prompt action when problems occur..... at this school respect the students..... Teachers in this school know and care about students..... Students have positive relationships with staff..... at this school act on students' concerns..... The school provides students with opportunities to develop their leadership skills. The school acknowledges students' achievements appropriately.. na na.. na na. Student opinions are valued at the school..... Independent Schools Victoria Satisfaction Survey
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. Parent Involvement % responses per rating % % % % % % % %.%.%.%.%.....%.% Rating scale = low = high to to to to Overall mean %.%.% % %.%.%.%.% Independent Schools Victoria (Teachers) N = (Teachers) N = Independent Schools Victoria ( ) N = ( ) N = Figure : Chart showing staff satisfaction with the amount of Parent Involvement at, 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 = no agreement, and = complete agreement). Table shows the relevant and overall means per question for as well as the 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 s strengths and areas for improvement lie in each domain. Table : Averages of Survey Questions for "Parental Involvement" Overall N = N = ISV N = ISV Overall N = There are adequate opportunities for staff contact with parents. Parents are kept well informed about the learning programs undertaken by students. Parents are encouraged to be involved in a variety of ways at this school. There is open communication between staff and parents at this school. respond to parents' concerns or queries in a timely manner...... na na............. Independent Schools Victoria Satisfaction Survey
Quality of 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. Quality of and Learning % responses per rating % % % % % % % %.%.%.%.%.....%.% Rating scale = low = high to to to to Overall mean %.%.% % %.%.%.%.% Independent Schools Victoria (Teachers) N = (Teachers) N = Independent Schools Victoria ( ) N = ( ) N = Figure : Chart showing overall staff perceptions of the Quality of and Learning at, 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 = no agreement, and = complete agreement). Table shows the relevant and overall means per question for as well as the Independent Schools reference group means. The top two scores for each column are highlighted in green and the bottom two in red. Table : Averages of Survey Questions for "Quality of and Learning" Overall N = N = ISV N = ISV Overall N = The quality of teaching at this school is excellent..... Students are well prepared for the next year level or stage of their education..... This school does a good job of teaching core skills such as reading, writing, mathematics and science.. na na. The standard of school work expected from students is appropriate for their age and stage of development. na na. Students are motivated to learn at this school.. na na. The school provides an excellent environment in which to learn..... Teachers are expected to stay up-to-date -date in the subjects or areas they teach.. na na. The school is receptive to new teaching strategies.. na na. The amount of homework required by students is appropriate for their year level.. na na. in this school are dedicated to improving student learning outcomes..... Teachers in this school use effective instructional strategies. na na. Students are encouraged to attain the best academic results possible.. na na. Teachers expect high standards of learning from students.. na na. The school helps students to develop good study habits.. na na. Most teachers at this school appear to be enthusiastic about teaching at this school..... The school expects high standards of teaching.. na na. Independent Schools Victoria Satisfaction Survey
Practice Only 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. Practice %.%.% % %.. Rating scale = low = high % to % responses per rating % % % % to to to Overall mean % %.%.% %.% Independent Schools Victoria (Teachers) N = (Teachers) N = Figure : Chart showing overall staff perceptions of their own Practice at 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 = no agreement, and = complete agreement). Table shows the relevant and overall means per question for as well as the 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 s strengths and areas for improvement lie in each domain. Table : Averages of Survey Questions for " Practice" Domain Secondary Teachers N = Overall N = ISV Overall N = I encourage students to be responsible for their own learning.... I understand the differing abilities of students and teach according... I encourage parents to talk to me about their child's progress.... I use a variety of teaching strategies and learning activities to help students learn.... I encourage active participation from students when teaching.... I give students a variety of ways to show how well they have learned ( for example portfolios, projects, presentations, tests). I include suggestions for improvement when providing feedback to students. I use the results of tests and other assessments to adjust my instruction to individual students. My teaching strategies emphasise higher -level thinking and problems solving skills............. Independent Schools Victoria Satisfaction Survey
Section : Results of 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. 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. Feedback % responses per rating % % % % % % % %.%.%.%.%.%.....%.%.% Rating scale = low = high to to to to Overall mean % %.%.%.%.% %.%.%.% Independent Schools Victoria (Teachers) N = (Teachers) N = Independent Schools Victoria ( ) N = ( ) N = Figure : Chart showing staff perceptions of the Feedback provided by, 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 = no agreement, and = complete agreement). Table shows the relevant and overall means per question for as well as the 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 s strengths and areas for improvement lie in each domain. Table : Averages of Survey Questions for "Feedback" Overall N = N = ISV N = ISV Overall N = I receive constructive feedback on how I am performing in my job..... My work performance is formally appraised..... I am adequately recognised for my efforts in my job..... I feel my career will continue to advance while I am at this school..... The feedback on my work performance is regular..... Independent Schools Victoria Satisfaction Survey
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. Goal Alignment % responses per rating % % % % % % % % %.%.%.%.%.....%.%.%.% Rating scale = low = high to to to to Overall mean % %.%.% Independent Schools Victoria (Teachers) N =.%.% (Teachers) N =.%.% Independent Schools Victoria ( ) N =.%.% ( ) N = Figure : Chart showing staff perceptions of the Goal Alignment between staff and, 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 = no agreement, and = complete agreement). Table shows the relevant and overall means per question for as well as the 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 s strengths and areas for improvement lie in each domain. Table : Averages of Survey Questions for "Goal Alignment" Overall N = N = ISV N = ISV Overall N = I agree with the goals and direction of the school..... The Principal/Senior Management team has a clearly articulated vision for the school. I agree (understand) with the educational philosophy of the school......... The school has clearly articulated goals and values..... The school has a clearly articulated educational philosophy.. na.. Independent Schools Victoria Satisfaction Survey
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). Leadership and Morale % responses per rating % % % % % % % %.%.%.%.%.....%.%.%.% Rating scale = low = high to to to to Overall mean % % %.%.%.%.%.%.% Independent Schools Victoria (Teachers) N = (Teachers) N = Independent Schools Victoria ( ) N = ( ) N = Figure : Chart showing staff satisfaction with the Leadership and Morale at, 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 = no agreement, and = complete agreement). Table shows the relevant and overall means per question for as well as the 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 s strengths and areas for improvement lie in each domain. Table : Averages of Survey Questions for "Leadership and Morale" Overall N = N = ISV N = ISV Overall N = Communication between staff and the Principal/Senior Management team is good in this school..... The Principal/Senior Management team is aware of staff issues or problems..... morale at this school is high..... My role is valued by the leadership team at this school..... I feel confident that I can approach the Principal/Senior Management team to air concerns or grievances. have positive relationships with the school leadership team. The Principal/Senior Management team deals effectively with staff issues or concerns. are given opportunities to plan and help make decisions about matters that affect them (such as staff development, curriculum and goals)................. Independent Schools Victoria Satisfaction Survey
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. 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. Collaboration % responses per rating % % % % % % % % %.%.%.%.%.....%.%.%.% Rating scale = low = high to to to to Overall mean % %.%.%.%.%.% Independent Schools Victoria (Teachers) N = (Teachers) N = Independent Schools Victoria ( ) N =.% ( ) N = Figure : Chart showing staff perceptions of Collaboration at, 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 = no agreement, and = complete agreement). Table shows the relevant and overall means per question for as well as the 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 s strengths and areas for improvement lie in each domain. Table : Averages of Survey Questions for " Collaboration" Overall N = N = ISV N = ISV Overall N = work together effectively to achieve our school's goals..... support the goals and values of the school..... I can rely on my colleagues to provide me with support or assistance when I need it..... The atmosphere in the staffroom is collegiate..... The longer -serving members of staff still seem fresh and enthused about working at this school..... There is open communication between staff in this school..... staff work cooperatively with administrative staff..... Discussions between staff in the staffroom are professional..... Administrators, teachers and other staff treat each other with respect..... Independent Schools Victoria Satisfaction Survey
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. Professional Development % responses per rating % % % % % % % % %.%.%.%.%.....%.%.%.% Rating scale = low = high to to to to Overall mean % %.%.%.%.%.%.% Independent Schools Victoria (Teachers) N = (Teachers) N = Independent Schools Victoria ( ) N = ( ) N = Figure : Chart showing staff satisfaction with the Professional Development at, 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 = no agreement, and = complete agreement). Table shows the relevant and overall means per question for as well as the 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 s strengths and areas for improvement lie in each domain. Table : Averages of Survey Questions for "Professional Development" Overall N = N = ISV N = ISV Overall N = The school offers appropriate professional development opportunities for staff. The school actively encourages staff to take professional learning to enhance their skills. Professional development opportunities in this school enhance teacher capacity. Professional development opportunities in this school help to improve student outcomes.......... na na.. na na. Independent Schools Victoria Satisfaction Survey
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). Overall Satisfaction % responses per rating % % % % % % % %.%.%.%.%.... Rating scale = low = high to to to to Overall mean % % %.%.%.%.%.%.% Independent Schools Victoria (Teachers) N = (Teachers) N =.%.%.%.%.% Independent Schools Victoria ( ) N = ( ) N = Figure : Chart showing overall staff satisfaction with, 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 = no agreement, and = complete agreement). Table shows the relevant and overall means per question for as well as the Independent Schools reference group means. Table : Averages of Survey Questions for "Overall Satisfaction" Overall N = N = ISV N = ISV Overall N = I am proud to work at this school..... I am happy to recommend the school to people..... I would send my own children to this school..... Independent Schools Victoria Satisfaction Survey
Section : Comparison of Domains Figures and : Charts showing the overall staff satisfaction means of each domain for at, compared to the Independent Schools Victoria reference group and the National Partnerships Schools. s Teacher satisfaction means are represented as blue bars, the 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 Satisfaction per School-Based Domain Average Rating.... Overall Satisfaction per School Domain.. Independent Schools Victoria Mean National Partnerships Mean.................................. Resources, offerings Technology School Ethos/Values Student Behaviour Discipline Learning Support Pastoral Care Parent Quality of Involvement and Learning Practice Overall Satisfaction per Workplace Domain Overall Satisfaction per Workplace Domain Independent Schools Victoria Mean National Partnerships Mean Average Rating........................ Feedback Goal Alignment Leadership and Morale Collaboration Professional Development Overall Satisfaction Independent Schools Victoria Satisfaction Survey
Figures and : Charts showing the overall staff satisfaction means of each domain for at, compared to the Independent Schools Victoria reference groups and the National Partnerships Schools. s Teacher satisfaction means are represented as blue bars, the Independent Schools Victoria s reference means are represented as the red line, and the National Partnerships Schools are represented by a pink line. s satisfaction means are represented as grey bars and the Independent Schools Victoria s reference means are represented as the red line. Overall Satisfaction per School-Based Domain Overall Satisfaction per School Domain Independent Schools Victoria Mean National Partnerships Mean.................. Average Rating.................. Resources, offerings Technology School Ethos/Values Student Behaviour Discipline Learning Support Pastoral Care Parent Involvement Quality of and Learning Overall Satisfaction per Workplace Domain Overall Satisfaction per Workplace Domain Independent Schools Victoria Mean National Partnerships Mean........... Average Rating............. Feedback Goal Alignment Leadership and Morale Collaboration Professional Development Overall Satisfaction Independent Schools Victoria Satisfaction Survey
Figures and : Charts comparing satisfaction to satisfaction at for each domain. s satisfaction means are represented as blue bars and the satisfaction means are represented as the grey line. Comparison between and Satisfaction per School-Based Domain Comparison between Teachers' and Means per Domain at in (Teachers) ( )......... Average Rating.......... Resources, offerings Technology School Ethos/Values Student Behaviour Discipline Learning Support Pastoral Care Parent Quality of Involvement and Learning Practice Comparison between and Satisfaction per Workplace Domain Comparison between Teachers' and Means per Domain at in (Teachers) ( )..... Average Rating....... Feedback Goal Alignment Leadership and Morale Collaboration Professional Development Overall Satisfaction Independent Schools Victoria Satisfaction Survey
School-Based Domains per Year Levels Taught Teacher Satisfaction Means per Domain by Area of for Secondary Independent Schools Victoria Mean Satisfaction Rating Figure : Chart comparing the overall staff satisfaction means of each School-Based Domain for staff at (where relevant), compared to the relevant Independent Schools Victoria reference groups. s satisfaction means are represented as blue bars and the Independent Schools Victoria s reference means are represented as the red lines above the bar. Table below shows 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. Teacher Satisfaction Means per Domain by Area of for Secondary N = Secondary ISV Mean N = Resources, offerings.. Technology.. School Ethos/Values.. Student Behaviour.. Discipline.. Learning Support.. Pastoral Care.. Quality of and Learning.. Practice.. Parent Involvement.. Independent Schools Victoria Satisfaction Survey
Workplace Domains per Year Levels Taught Teacher Satisfaction Means per Domain by Area of for Secondary Independent Schools Victoria Mean Satisfaction Rating Feedback Goal Alignment Leadership and Morale Collaboration Professional Development Overall Figure : Chart comparing the overall staff satisfaction means of each Workplace Domain for at (where relevant), compared to the relevant Independent Schools Victoria reference groups. s satisfaction means are represented as blue bars and the Independent Schools Victoria s reference means are represented as the red lines above the bar. Table below shows 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. Teacher Satisfaction Means per Domain by Area of for Secondary N = Secondary ISV Mean N = Feedback.. Goal Alignment.. Leadership and Morale.. Collaboration.. Professional Development.. Overall.. Independent Schools Victoria Satisfaction Survey
School-Based Domains for Male and Female Satisfaction Means per Domain by Gender for Male Teachers Male Female Teachers Female Independent Schools Victoria Mean Satisfaction Rating Figure : Chart comparing the overall staff satisfaction means of each School-Based Domain for Male and Female and at, compared to the relevant Independent Schools Victoria reference groups. s satisfaction means are represented as blue bars (male staff) and pink bars (female staff). The Independent Schools Victoria s relevant reference means are represented as the red lines above each bar. Table below shows s Male and Female and means for each domain in. The top score in each column is highlighted in green and bottom score for each column is highlighted in red. Satisfaction Means per Domain by Gender for Male Teachers Female Teachers Male Female N = N = N = N = Resources, offerings.... Technology.... School Ethos/Values.... Student Behaviour.... Discipline.... Learning Support.... Pastoral Care.... Parent Involvement.... Quality of and Learning.... Practice.. na na Independent Schools Victoria Satisfaction Survey
Workplace Domains for Male and Female Satisfaction Means per Domain by Gender for Male Teachers Male Female Teachers Female Independent Schools Victoria Mean Satisfaction Rating Feedback Goal Alignment Leadership and Morale Collaboration Professional Development Overall Figure : Chart comparing the overall staff satisfaction means of each Workplace Domain for Male and Female and at, compared to the relevant Independent Schools Victoria reference groups. s satisfaction means are represented as blue bars (male staff) and pink bars (female staff). The Independent Schools Victoria s relevant reference means are represented as the red lines above each bar. Table below shows s Male and Female and means for each domain in. The top score in each column is highlighted in green and bottom score for each column is highlighted in red. Satisfaction Means per Domain by Gender for Male Teachers Female Teachers Male Female N = N = N = N = Feedback.... Goal Alignment.... Leadership and Morale.... Collaboration.... Professional Development.... Overall.... Independent Schools Victoria Satisfaction Survey
School-Based Domains and Positions of Responsibility (POR) Satisfaction Per Domain by Position of Responsibility (POR) for Teachers with POR Teachers without POR with POR without POR Independent Schools Victoria Mean Satisfaction Rating Figure : Chart comparing the overall staff satisfaction means in each School-Based Domain for Teachers and with and without positions of responsibility (i.e. leadership roles) at, compared to the relevant Independent Schools Victoria reference groups. s satisfaction means are represented as blue (Teachers) and grey bars ( ). The Independent Schools Victoria s reference means are represented as the red lines for each bar. Table below shows s and means for each domain in. The top score in each column is highlighted in green and bottom score for each column is highlighted in red. Satisfaction Per Domain by Position of Responsibility (POR) for Teachers with POR N = Teachers without POR N = with POR N = without POR N = Resources, offerings.... Technology.... School Ethos/Values.... Student Behaviour.... Discipline.... Learning Support.... Pastoral Care.... Parent Involvement.... Quality of and Learning.... Practice.. na na Independent Schools Victoria Satisfaction Survey
Workplace Domains and Positions of Responsibility (POR) Satisfaction Per Domain by Position of Responsibility (POR) for Teachers with POR Teachers without POR with POR without POR Independent Schools Victoria Mean Satisfaction Rating Feedback Goal Alignment Leadership and Morale Collaboration Professional Development Overall Figure : Chart comparing the overall staff satisfaction means of each School-Based Domain for Teachers and with and without positions of responsibility at, compared to the relevant Independent Schools Victoria reference groups. s satisfaction means are represented as blue (Teachers) and grey bars ( ). The Independent Schools Victoria s reference means are represented as the red lines. Table below shows s and means for each domain in. The top score in each column is highlighted in green and bottom score for each column is highlighted in red. Satisfaction Per Domain by Position of Responsibility (POR) for Teachers with POR N = Teachers without POR N = with POR N = without POR N = Feedback.... Goal Alignment.... Leadership and Morale.... Collaboration.... Professional Development.... Overall.... Independent Schools Victoria Satisfaction Survey
School-Based Domains by Number of Years Experience Teachers' Satisfaction per Domain by Years of Experience Teachers with or fewer years' experience Teachers with to years' experience Teachers with to plus years' experience Teachers with plus years' experience ISV Mean for Teachers with Similar Experience Satisfaction Rating Figure : Chart shows the overall staff satisfaction means in each School-Based Domain for s according to the number of years of teaching experience they have had, compared to the relevant Independent Schools Victoria reference groups. s satisfaction means are represented as blue bars and the Independent Schools Victoria s reference means are represented as the red lines. Table below shows s means for each School-Based domain in. The top score in each column is highlighted in green and bottom score for each column is highlighted in red. Teachers' Satisfaction per Domain by Years of Experience Teachers with to years experience N = Teachers with to years experience N = Teachers with to years experience N = Teachers with plus years experience N = Resources, offerings.... Technology.... School Ethos/Values.... Student Behaviour.... Discipline.... Learning Support.... Pastoral Care.... Parent Involvement.... Quality of and Learning.... Practice.... Independent Schools Victoria Satisfaction Survey
Workplace Domains by Number of Years Experience Teachers' Satisfaction per Domain by Years of Experience Teachers with or fewer years' experience Teachers with to years experience Teachers with to plus years' experience Teachers with plus years experience ISV Mean for Teachers with Similar Experience Satisfaction Rating Feedback Goal Alignment Leadership and Morale Collaboration Professional Development Overall Figure : Chart shows the overall staff satisfaction means in each Workplace Domain for s according to the number of years of teaching experience they have had, compared to the relevant Independent Schools Victoria reference groups. s satisfaction means are represented as blue bars and the Independent Schools Victoria s reference means are represented as the red lines. Table below shows s means for each Workplace Domain in. The top score in each column is highlighted in green and bottom score for each column is highlighted in red. Teachers' Satisfaction per Domain by Years of Experience Teachers with to years experience N = Teachers with to years experience N = Teachers with to years experience N = Teachers with plus years experience N = Feedback.... Goal Alignment.... Leadership and Morale.... Collaboration.... Professional Development.... Overall.... Independent Schools Victoria Satisfaction Survey
School-Based Domains by Type of Employment Figures and : The following two charts show the (top) and (bottom chart) satisfaction means for each School-Based Domain according to their type of employment at compared to the relevant Independent Schools Victoria reference groups. s satisfaction means are represented as blue (Teachers) and grey bars ( ). The Independent Schools Victoria s reference means are represented as the red lines. Satisfaction per Domain by Type of Employment ( ) at Full-time Teachers Part-time Teachers Independent Schools Victoria Mean Satisfaction Rating Satisfaction per Domain by Type of Employment ( ) at Full-time Part-time Independent Schools Victoria Mean Satisfaction Rating Independent Schools Victoria Satisfaction Survey
Workplace Domains by Type of Employment Figures and : The following two charts show the (top chart) and (bottom chart) satisfaction means for each Workplace Domain according to their type of employment at compared to the relevant Independent Schools Victoria reference groups. s satisfaction means are represented as blue (Teachers) and grey bars ( ). The Independent Schools Victoria s reference means are represented as the red lines. Satisfaction per Domain by Type of Employment ( ) at Full-time Teachers Part-time Teachers Independent Schools Victoria Mean Satisfaction Rating Feedback Goal Alignment Leadership and Morale Collaboration Professional Development Overall Satisfaction per Domain by Type of Employment ( ) at Full-time Part-time Independent Schools Victoria Mean Satisfaction Rating Feedback Goal Alignment Leadership and Morale Collaboration Professional Development Overall Independent Schools Victoria Satisfaction Survey
Tables and below show s and means for the School- Based and Workplace Domains in 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 Fulltime Teachers Parttime Teachers Fulltime Parttime N = N = N = N = Resources, offerings.... Technology.... School Ethos/Values.... Student Behaviour.... Discipline.... Learning Support.... Pastoral Care.... Parent Involvement.... Quality of and Learning.... Practice.. na na Satisfaction per Workplace Domain by Type of Employment at Fulltime Teachers Parttime Teachers Fulltime Parttime N = N = N = N = Feedback.... Goal Alignment.... Leadership and Morale.... Collaboration.... Professional Development.... Overall.... Independent Schools Victoria Satisfaction Survey
School-Based Domains by Number of Years at Satisfaction per Domain by Length of Employment at Teachers Employed for to years Teachers Employed for to years Teachers Employed for to years Teachers Employed for plus years Employed for the Same Period Satisfaction Rating Figure : Chart compares Teachers to satisfaction for each School-Based Domain according to the number of years of employment at. s Teachers satisfaction means are represented as blue bars and satisfaction means are the dark grey lines. (Independent Schools Victoria reference group means are not shown). Workplace Domains by Number of Years at Satisfaction per Domain by Length of Employment at Teachers Employed for to years Teachers Employed for to years Teachers Employed for to years Teachers Employed for plus years Employed for the Same Period Satisfaction Rating Feedback Goal Alignment Leadership and Morale Collaboration Professional Development Overall Figure : Chart compares Teachers to satisfaction for each Workplace Domain according to the number of years of employment at. Independent Schools Victoria Satisfaction Survey
School-Based Domains by Age Group Satisfaction per Domain by Age Group for Teachers aged - Teachers aged - Teachers aged plus in the Same Age Group Satisfaction Rating Figure : Chart comparing Teachers satisfaction to Satisfaction for each School- Based Domain per age group at. s Teachers satisfaction means are represented as blue bars and satisfaction means are represented as the dark grey lines. (The Independent Schools Victoria reference group means are not shown). Workplace Domains by Age Group Satisfaction per Domain by Age Group for Teachers aged - Teachers aged - Teachers aged plus in the Same Age Group Satisfaction Rating Feedback Goal Alignment Leadership and Morale Collaboration Professional Development Overall Figure : Chart comparing Teachers satisfaction to Satisfaction for each Workplace Domain per age group at. Independent Schools Victoria Satisfaction Survey
Section : Additional Analyses Satisfaction and Regular Contact with Teachers 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. members at 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 shows these groups overall satisfaction per domain compared to the Independent Schools Victoria Reference Mean. s satisfaction means are represented as the grey bars and the Independent Schools Victoria s reference means are represented as the red and grey lines. Satisfaction per Domain and Whether Duties Involve Regular or Direct Work With Teachers (Regular Teacher Contact) (Not Regular Teacher Contact) ISV Regular Teacher Contact ISV Not Regular Teacher Contact.............................. Independent Schools Victoria Satisfaction Survey
Perceptions of Role Value staff were asked four questions about how they feel their role is valued within the school, and were asked one question as to whether they value the contributions made by. High scores are reported by staff who perceive that teaching staff and the leadership team understand and appreciate the role they play. The overall results for in the area of Role Value are presented in Figure below. s satisfaction means are represented as the grey bars ( ) and there is one light blue bar for. The Independent Schools Victoria s reference means per question are represented as the red bars. Perceptions of Role ISV Reference Mean Overall I value the contributions made by non -teaching staff (Teachers only).. The role I play within this school is recognised by teaching staff.. The role I play within this school is understood by the leadership team.. My role is clearly defined.. My contribution to the achievements of this school is recognised by other staff.. Independent Schools Victoria Satisfaction Survey
Section : 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 () 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 to point scale, with the following breakdown: Respondents who give a score between to 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 or 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 or 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 - and. 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> 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. Independent Schools Victoria Satisfaction Survey