The International Observatory on Academic Achievement - Documentary search

File number :
IST-PC-02e

Bibliographic reference :
Society for the Advancement of Excellence in Education (2005). Parent and Teacher Views on Education. A Policy Maker’s Guide. British Columbia, Canada.

Abstract :

This report is the result of a rigorous survey conducted across Canada in 2005 to obtain the views of parents and teachers on education, particularly regarding accountability and assessment, school choice, school climate and the teaching profession. In this abstract, only the results on school climate are presented.

A Few Methodological Aspects
The survey questionnaire was based on a review of surveys previously conducted in the field of education and the outcome of discussion groups that included parents and teachers. Data was collected through telephone conversations held in English and French in the ten provinces and two territories. In total, more than 4000 individuals were interviewed.

Behavioural Problems and Discipline
The authors had noted that discipline is one of the most important factors of academic achievement because it provides students with a feeling of physical, emotional and intellectual security conducive to learning and personal development. Therefore, respondents were asked to give their views on behavioural problems and class discipline.

A share of 20% of teachers said that students with behavioural problems are a serious problem in class, versus about 15% of parents. Quebec teachers and parents thought that it is an even more serious problem than parents from the other provinces and territories.

When asked if they had the impression that the problem had become worse in the last three years, 40% of teachers answered in the affirmative, while fewer than 25% of parents did likewise. In Quebec, there were more parents and teachers than in the other provinces and territories who thought that the problem had become more serious.

Factors Contributing to Behavioural Problems
Researchers asked respondents what factors they thought contributed to behavioural problems and lack of discipline in schools. For teachers, factors came in the following order of importance: large class sizes, parents’ failure to instil acceptable standards of behaviour, one or a few problem students, too great a mix of special needs students and too great a mix of academic abilities among students.

For parents, factors were similar and in the same order with the only difference being that their proportions were lower.

Database available on the SAEE site (Insightrix)

Links :
http://www.saee.ca/

Key Words :
Behavioural Disorders, Discipline, Parents, Teachers, School Environment, Survey

Monitored Countries :
Canada