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This is a solution of Sociology Assignment Help which discuss impact of school on student's performance.

Impact of School on student’s performance

1.0 Hypothesis

The Sociology Assignment Help discuss Schools which are assumed to be the primary learning centre for students have lot of impacts on the students. Various researches in the area of linkage between student achievement and impact of school have proved the deep relationship between the achievement of students and school. Though various elements related with the school have varying degree of impact on the students (Andrews and Bamberg, 1989). These different elements of the school which have major bearing on the student consists of the leadership style of the school principal and teachers, infrastructure and other facilities in the school and the learning environment of the school etc. The Hypothesis pertaining to the study is as follows:

H0: Leadership style of the faculty and principal have a major impact on the achievement of the student

H1: School architecture also has impact on the student achievement

H2: School culture and environment affects the student achievements as well

2.0 Concept and Context

2.1 Concept

The Various concepts of the School leadership and architecture have major bearing son the student’s mind which therefore impacts the achievement of the students.

2.1.1 Bolman and Deal leadership framework

The Leadership style of the principal and faculty is not a well defined element. Since there are no predefined rules for the organisational leadership behaviour and it varies from person to person and organisation to organisation as well (Bolman and Deal, 1984). For the concept of organisational leadership Bolman and Deal have given their leadership framework which is applicable to the organisational leadership (Bolman and Deal, 1992) behaviour in any organisation. Hence for the leadership of the faculty and principal it is also applicable. The Following figure provides the framework for organisational leadership:

[caption id="attachment_5362" align="alignnone" width="540"]Sociology Assignment Help bolman and deal leadership frameworkBolman and Deal leadership framework[/caption]

The Leadership proposed shows both the complexity and culture of the organisation. The Theory states that the effective leadership in any kind of organisation whether school or corporate required multiple frames i.e. rationality (structural framework), satisfaction of needs (human resource framework), power and conflicts (political framework) and culture (symbolic framework).

The Main advantage of the framework given by the Bolman and Deal is that they consider every aspect of the leadership. The Four aspects of the leadership which impacts the student achievement can be sub divided into further small categories:

  1. Structural framework: It deals with the way how teachers and principal handles the problems related with the students and what process and organisational design is followed by them. Since the processes, design and methodology adopted for problem solving impacts the students and their achievement (Bolman, 1992).
  2. Human resource framework: The Human resource framework is related with the satisfaction of the human needs. The Human resource frame of the principal directly affects the students, it decide what kind of empowerment is to be given to them and how they would be treated.
  3. Political: The Political framework of the leadership of the principal related with the power and conflicts arising in the school environment which impact the student. Since in the school principal work with coalition and collaborate with the faculty and other people working with them which impacts the student (Bolman and Deal, 1991).
  4. Symbolic framework: Symbolic framework of the leadership of the principal is related with the culture of the school. It consists of various elements such as vision, prophet and inspiration. The Symbolic frame of the principal and faculty impacts most to the student (Robinson et al, 2004).

Even teachers and principal also have the varying degree of impacts on the achievement of the students. As teachers have the impact on students achievement through the classroom culture while the impact of the principal is little broader and impact the whole organisational culture (David and Weinstein, 1987). The Following figure shows the impact of teacher and principal on the student achievement through the various impact levels:

[caption id="attachment_5364" align="alignnone" width="711"]impact level of school leadership on student learning sociology assignment helpImpact level of school leadership on student learning[/caption]

Hence as shown above in the figure that the teacher has the impact on the culture of the classroom through which it impacts the student’s achievement. The Impact of the classroom is major since students are more affected by the classroom culture than the culture of the whole organisation i.e. school (Fuller, 1987). At the same time principal of the school impacts the student achievement through the organizational excellence which is mainly controlled by the principal. Hence in totality both the cultures i.e. classroom and school culture decides the student’s achievement.

2.1.2 Impact of school’s architecture on student’s achievement

A study conducted by the (Davis and Weinstein, 1987) shows there is a deep relationship between the school architecture and the student achievement. Some of the major findings of the research were as follows:

  1. The Impact of the environment of the childhood continues to be there for the lifetime and hence the design of the school building impacts the students achievement
  2. The Planners, teachers, principal and the school administrators should try to analyze the emerging impacts of the free space inside the school on student’s mind
  3. The Built environment of the building has direct impact in the student’s mindset

2.2 Context

The First context related to the study is the research done by the Bolman and Deal, 1992 which highlights the major organisational leadership style which impacts the people in the organisation hence which is also applicable for the students in the school. The Second context for the study is related to the research done by the (Feitler and Gudgel, 1994) which have shown the impact of the organisational culture on the student’s achievement. Hence the culture of the school defines the environment in which student grow and learn hence finally culture of the school becomes the major element in the student’s achievement decision. Another context related with the present study is the research done by the (Midgley et al, 2001) which concerns with the goal theory and school culture impacting the student’s achievements.

Henry Bernard (1989) has worked for the context of the school architecture’s impact in the student’s achievement. His study has helped the administrators to find out the major mistakes in designing the school architecture which can adversely impact the student’s achievement.

3.0 Research Methodology

Since the research problem involves solving the problem with the help of the collection of the qualitative data regarding the impact of various elements of school on student’s performance. Hence it is wise to use the content analysis process for the research methodology to carry out the qualitative big data analysis. The Content analysis process can be defined as follows:

“A process of making the inferences with the help of the connected series of messages which leads to the certain conclusion regarding the problem”.

The Content analysis method would be highly impactful here since that will allow the researcher to use the lot of secondary data through which concise implications can be drawn by the researcher. Hence with the help of the content analysis extent of impact of various school factors on student’s performance can be easily find out.

The Approach used for the content analysis would be through the categorisation of the various factors impacting the student’s performance from the school side. These factors would be categorised in different categories like infrastructure, leadership, culture and other resources provided in the school. These major factors would then be classified in several sub categories according to the main factors. Hence deeper insights would be generated through the sub categorisation process.

The Sample which needs to be taken into account would consist of the major researches which have been conducted by authors till now and also the various publications which have publications about the impact of school on student’s performance.

The Positivist approach of the content analysis would be taken in order to carry out the research as the research involves the finding of the extent to which the various factors have impact on the student’s achievements. The Positivist approach of the content analysis is very reliable, repeatable and testable as well hence can be used accurately.

4.0 Potential Problem       

The Methodology for carrying out the research well takes care about the various problems which can disrupt the finding of the research. But despite of all efforts there can be some sources of errors in the research. First major source of error in the research can be on the focus of the research. As the research would be focusing more on identifying the various factors which impacts the student’s performance. But the research also aimed at finding out the extent to which various factors impacts the student performance.

Hence the extent to which various factors impacts student performance is very subjective research and can’t be performed with high accuracy and so poses source of error. Also the content analysis method depends upon the research skills of the researcher hence if skilful researcher will not do it then error can be there. Read about Organizational Behaviour Assignment.

Also the process used for analysis is categorisation which can also make some errors as the researcher might make some category of the factors impacting the student performance which may not be existing at all in reality.

References

  • Andrews, R.L. and Bamberg, J.D. (1989), Teacher and Supervisor Assessment of Principal’s Leadership and Academic Achievement, University of Washington, Seattle, WA.
  • Barnard, H. (1848), School Architecture, H.W. Derby & Co, Cincinnati, OH.
  • Bolman, L.G. (1992), “Reframing leadership: the effects of leaders’ images of leadership”, in Clark, K.E., Clark, M.B. and Campell, E. (Eds), Impacts of Leadership, Center for Creative Leadership, Greensboro, NC, pp. 269-80.
  • Bolman, L.G. and Deal, T.E. (1984), Modern Approaches to Understanding and Managing Organizations, Jossey-Bass, San Francisco, CA.
  • Bolman, L.G. and Deal, T.E. (1991), “Leadership management effectiveness: a multi-frame, multi-sector analysis”, Human Resource Management, Vol. 30, pp. 509-34.
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