Columba 1400: Head Teacher Leadership Academy: Developing Enterprise Culture

COLUMBA 1400: HEAD TEACHER LEADERSHIP ACADEMY: DEVELOPING ENTERPRISE CULTURE

ANNEX 2: SURVEY QUESTIONNAIRE

EVALUATION OF COLUMBA 1400'S PROGRAMME: DEVELOPING ENTERPRISE CULTURE

Head and Deputy Head Teacher Academy

Structured Questionnaire

Brief:

This study is independently conducted by Paisley Enterprise Research Centre at the University of Paisley; any information given will be treated in full confidence and cannot be used for any other purpose under the Data Protection Act.

The study has been commissioned by The Hunter Foundation and the Department of Enterprise, Transport and Lifelong Learning at the Scottish Executive. The results from the study will help to inform educational policy developments by the Scottish Executive, especially in Enterprise in Education, and in the development of the Columba 1400's Academy leadership programme.

The Interview

The interview is in two parts:

1. The completion of structured questionnaire. This can be self-completed. In answering questions please do not spend a long time on each item, just give the answer that you feel most comfortable with. This is concerned with your beliefs, attitudes and factors that affect such beliefs from your peers, your working environment and society.

2. A more open-ended interview using a semi-structured questionnaire. This will be conducted by one of our researchers. We have a team of experienced researchers who will explore some of the issues with you in more depth.

It is intended that these are completed before you participate in the Columba 1400 programme, there will be a further follow-up interview arranged by our researcher after completion of the programme.

Paisley Enterprise Research Centre
University of Paisley

questionnaire form

The rest of the questionnaire is based upon your attitudes and beliefs and the factors in society that influence them. It consists of series of statements on which you will be asked to respond on whether you agree or disagree according to the following scale. Please give the closest answer according to your current beliefs, not what you think the answer should be.

Please refer to this scale when answering the statements

Very Strongly agree	Substantially agree	Mildly agree	Neutral	Mildly disagree	Substantially disagree	Very strongly disagree
+3	+2	+1	0	-1	-2	-3

Definitions:

Entrepreneurship, where used in this questionnaire, refers to the act of starting and developing a new business, owned by the person.

Enterprise, where used in this questionnaire, refers to actions that involve innovative behaviour, creativity and may also involve entrepreneurial behaviour such as risk taking and fund raising. Thus 'enterprise' is a wider concept than entrepreneurship and can be applied across all activities in society, not just to business ownership.

Section 4

4.1 I can improve the performance of the school and educational attainment of pupils through:
Very strongly agree (+3) to very strongly disagree (-3)
	+3	+2	+1	0	-1	-2	-3
My own influence as a leader
More engagement with the business community
More engagement with the local community
Creating an environment in which every pupil can achieve their educational potential.
Change in the curriculum
Engagement with Enterprise in Education (E in E)

4.2 It is important for me to ensure that:
	+3	+2	+1	0	-1	-2	-3
The school is an important agent of change in the local community.
Each teacher aspires to achieve their best performance
Each pupil aspires to achieve their best educational performance.
Each member of my staff is fully committed to the educational achievements of the school.
Strong links are established with local businesses
Strong links are established with the local community

4.3 In the school curriculum:
	+3	+2	+1	0	-1	-2	-3
There is no room for Enterprise in Education
Enterprise is as important as science, arts, humanities, history, literature and other traditional subject areas.
Development of skills should focus on common and transferable skills (e.g., literacy, numeracy, communication and ICT)
There should be practical sessions on business and industry
There should be room for work-based vocational learning
There is a need for more change in the curriculum, especially associated with E in E
Enterprise teaching and activities should be embedded in the curriculum as part of traditional subject areas

4.4 Defining entrepreneurship as the act of starting and developing a new business, do you believe that:
	+3	+2	+1	0	-1	-2	-3
My pupils should be made aware of entrepreneurship as a career option.
Entrepreneurship is an important alternative career, from other employment, for my school's pupils
The risk of failure is high for pupils undertaking a career in entrepreneurship.
Pupils need to understand business in order to pursue a career in entrepreneurship
Successful entrepreneurs are good aspirational role models for my pupils
Learning about entrepreneurship will help my pupils to be more effective and understanding as future employees
Scotland's economy needs more entrepreneurs
Entrepreneurs are good for society

Section 5

5.1 In my role as Head or Deputy Head Teacher:
	+3	+2	+1	0	-1	-2	-3
I am expected, by society, to set an example as a responsible leader.
Other people, who are important to me, see me as an important member of the local community.
I am a highly respected member of the local community

5.2 Parents of the current pupil intake of the school:
	+3	+2	+1	0	-1	-2	-3
Expect me to take a leadership role in the school.
Expect me to be responsible for improving educational standards at the school.
Expect their children to study traditional academic disciplines
Take an active role in extra-curricula activities
Are involved in an active PTA that is successful in raising funding
For secondary school respondents only, expect their children to have access to vocational work experience with local businesses

5.3 The School Board:
	+3	+2	+1	0	-1	-2	-3
Expects me to take a leadership role in the school.
Expects me to be responsible for improving educational standards at the school.
Expects pupils to follow a modern curriculum, of which E in E is an important part
Expects Enterprise to become more important in the curriculum.
Expects the School to provide a conventional traditional education

5.4 My Education Authority:
	+3	+2	+1	0	-1	-2	-3
Expects me to take a leadership role in the school.
Expects me to be responsible for improving educational standards at the school.
Expects pupils to follow a modern curriculum, of which Enterprise in Education is an important part
Expects Enterprise to become more important in the curriculum.
Expects me to develop strong links with business and industry
Consider that the school is an agent of change for the local community

5.5 The local business community:
	+3	+2	+1	0	-1	-2	-3
Value their strong links with the school
Expects me to take a leadership role in the school.
Expects me to be responsible for improving educational standards at the school.
Expects pupils to follow a modern curriculum, of which Enterprise in Education is an important part
Expects Enterprise to become more important in the curriculum.
Recognises teachers' role as educators of future employees
Expects me to establish Enterprise in Education initiatives.
For secondary school respondents only: expects me to provide vocationally-based learning opportunities for pupils

5.6 Other teachers, whose opinions I value:
	+3	+2	+1	0	-1	-2	-3
Believe that they are shaping the future aspirations and achievements of tomorrow's society's leaders.
Believe that they are highly respected in society.
Approve of initiatives in Enterprise in Education
Believe that Entrepreneurs are important for Scotland's economy
Believe that Entrepreneurs make good role models for young people to aspire to
Believe that enterprising pupils are important for Scotland's economy

5.7 Society expects
	+3	+2	+1	0	-1	-2	-3
Teachers to be role models for young people

Section 6

6.1 Achieving my educational leadership role as Head or Deputy Head in the school is prevented by:
	+3	+2	+1	0	-1	-2	-3
Spending time on non-educational duties such as administration
Attending PTA meetings
Time spent on budgeting for resources
Dealing with behavioural problems of pupils
Dealing with staff shortages
Recruitment of good staff
Recruitment of appropriate staff
Lack of staff training
Dealing with staff meetings
Preparing reports for the School Board
Preparing reports for the LEA
The physical environment of the school
Developing links with business and industry

6.2 Achieving the objectives of Enterprise in Education is prevented by:
	+3	+2	+1	0	-1	-2	-3
Spending time on non-educational duties such as administration
Attending PTA meetings
Time spent on budgeting for resources
Dealing with behavioural problems of pupils
Dealing with staff shortages
Recruitment of good staff
Recruitment of appropriate staff
Lack of staff training
Dealing with staff meetings
Preparing reports for the School Board
Preparing reports for the EA
The physical environment of the school
Developing links with business and industry
Access to resources
Access to Enterprise Development Officers
Access to Enterprise in Education Support Officers

6.3 As Head or Deputy Head Teacher my influence over school performance is limited by:
	+3	+2	+1	0	-1	-2	-3
The nature of its catchment area.
High turnover of teaching staff
Few opportunities for CPD training available for my staff
Staffing levels
Resources

Thank you for your time in completing this questionnaire. Please hand the completed questionnaire to our researcher.

We hope to complete a brief follow-up interview with you after the Columba 1400 Academy programme.

Paisley Enterprise Research Centre
University of Paisley

November 2003

Page updated: Thursday, March 24, 2005

Scottish Government