PARTE II: EL ESTÚDIO
CAPÍTULO 5. UN PROBLEMA Y UN MÉTODO
5.7 Procedimiento de Análisis de los Datos
Coworker cohesion appeared to be high at Blue School. Despite the principal being described as conservative, authoritative and 'old fashioned' in his
approach, there was still a cohesive, supportive atmosphere. Observations from three syndicate meetings, for example, showed strong cohesive team work with most members contributing ideas and comments. Also, on two occasions at weekly staff meetings, staff members were observed volunteering to do extra duties related to sports events. Three out of six interviews mentioned, however, that there was dissatisfactions with senior staff, particularly the assistant
principal, but these same interviewees also discussed the positive, helpful nature of the deputy principal, saying how supportive and kind she was. Many casual conversations also relayed how supportive and helpful the deputy principal was and this is likely to have had a strong beneficial effect on staff morale. Team spirit was very visible during social and sporting events. Some examples of these included a special morning tea and thanks from the principal for the caretaker
who was leaving, loud applause for Japanese guests who visited the school, cheers and thanks to the swimming team who did poorly at swim competition and wild enthusiasm from staff betting on the horses on Melbourne Cup day. In an interview with the deputy principal she described the atmosphere of the school:
"There's a lovely a tmosphere at the school, it starts off with J at the front desk
who has been here forever. She is extremely welcoming, people who come to us always say how lovely she is, she sets people at ease". (Sb /DP)
When the principal was asked about the internal relationships his comment provided a different perspective. The p rincipal stated:
"Oh hell, at times hilarious! I think the staff know that even if everyone's diverse, everyone's got their own ideas. Staff get on very well together and I've got to foster that and my senior staff have to foster that, it just doesn't happen, it's part of the school tone". (Sb IP)
It was not clearly apparent why Blue school was a 'low burnout' school, but a supportive climate and certain factors such as standardising forms to make them quick and efficient emerged through discussions as teachers opened up. Part of this supportive climate was the personality of the deputy principal. Three out of six interviews and many casual conversations indicated that the deputy principal was "very supportive", that "you could go to her with any problem" and that the deputy principal "could be counted on to stick up for her staff, helping in numerous ways". Further interview data revealed that the deputy principal used certain strategies to help teachers. For example, whenever she had any teachers' hours up her sleeve, she would release
teachers in rotation for the afternoon, giving them non-contact time to do administrative work that was expected as this reduced stress in the classroom. Another strategy that the deputy principal used to help other teachers was explained:
"If a teacher is under stress, you know because it echoes. So, if a teacher's voice goes up really loud, you actually hear them outside and you know. Sometimes I wander over and say, "I've got half an hour to spare I'll give you a break". (Sb / DP)
As well as having "very good support from the top", one Blue School teacher explained that teachers next door to each other generally know if the person next to them is having a bad time, because they will talk about it and help each other. One male teacher stated:
"You don't feel you're on your own, you can ask for help here and you get it". (Sb l AP)
Teacher support was also observed in a number of situations, for example, following up another teacher's reprimand of a child, sharing resources and offering help with sporting events:
"During llU1ch R came in and asked if anyone would be interested in watching the netball teams playing - Tony would appreciate some support. A few teachers said they would and left with R" . (Sb IT)
Support from parents was mentioned in four out of six interviews as being helpful and that two staff interviews mentioned that parents expectations were not too high. When discussing the parents of Blue School one teacher stated:
" It depends on the parent, it depends what you have to say to them. I've been in someschools where the parents are just horrendous but the parents here are brilliant. I don't find them stressful at all". (Sb / T)
Casual conversations overheard in the staff room at Blue School were mainly friendly and mostly work oriented. As with the other schools, there were individuals and groups who got on well together and sat next to each other during breaks. As time went on it also became clear that certain individuals were not so popular and disagreements were raised. One first year teacher stated that when the principal was away (overseas) everyone was a lot more jovial and less tense.
The relationships of staff with the Board of Trustees with teachers who did not attend the Board meetings were unknown. The researcher's attendance at one of Blue School's Board of Trustee (BOT) meetings revealed an extremely difficult and tense situation. Both the school's acting deputy principal and assistant principal were competing for the job of deputy principal and there appeared to be an extremely antagonistic relationship between the chairman of the board
and the principal. The principal when discussing the relationship with the BOT stated:
"I think at times the BOT is pretty lmfair. At times I think a lay person on the board knows very little about education within the school and that infuriates me, I try to lmderstand it . . . yeah every board meeting causes me stress. Its just a diverse matter of opinion at a board meeting that worries me, and I have to say my p iece". (Sb /P)
Relationships with parents were generally positive and, in keeping with Blue School's semi-formal traditions, parents are advised in the school prospectus that they were 'welcome at any time to make an appointment with their child's teacher to discuss progress or voice special concerns'. Similarly to Pink School's teachers, two out of six interviews stated that parents expected too much and were critical at times. Two comments included:
"We've got really nice parents, they work really hard for the school and we appreciate what they do. It's nice that the bulk of them appreciate what we do. Because we involve the parents with the school quite a lot they tend to be aware of he workload, so its pretty good" . (Sb I DP)
"Most of the parents are middle management people. Most of them have mortgages. Most are looking at good colleges and good Intermediates. Their expectations are high and they expect their children to do well. If they don't do well, they're down here like a ton of bricks to see why or why not. There are many magic parents around here as well but on the whole they have high
expectations" . (Sb I P )
Further interview data revealed that when staff worked with parents in PTA functions, they worked with them 'pretty well' but staff felt that parents could do more to help. Field notes discussing observations of parents and teachers were limited, and did not provide further data.
Four out of six interviews revealed that they felt respected by the community. One teacher found it hard to answer and stated:
"Yes, I think I do feel valued. Gone are the days when the teachers was miles high up in the air in local standing. That doesn't happen nowadays. I think I have a reasonable good standing in the community, yeah I think I feel valued,
but its a good question because who can judge? Can you judge yourself? We don't get much patting on the back but when it does come it's nice". (Sb IT) Interpersonal conflict at Blue School was low. Field notes recorded extreme tension and conflict in a BOT meeting but in staff and syndicate meetings little verbal conflict occurred. Again, it was observed that there were cliques of individuals based on age who associated together and general observations did not record any significant conflict. Although many teachers showed signs of tiredness and at times disagreed with other staff there were no outbursts of anger or extreme negative emotion. The principal when asked about conflict between staff said:
"No, there hasn't been as far as I'm aware. There may have been disagreements at times, but that's good, that's healthy, but there's never been any conflict as far as I'm aware for years". (Sb /P)
On teacher who had only been teaching at the school for one year stated:
"I don't really know about conflict, I haven't noticed it. I guess people don't talk to one another. I guess if you have a personality clash you probably don't gravitate towards that person. I guess in a bigger staff it's easier to avoid someone, sit somewhere else". (Sb / BT)
Overall, Blue School's social environment revealed high coworker cohesion and a cohesive, supportive atmosphere. Strong teamwork and team spirit was evident in syndicate groups. Parent and community relationships were perceived positively and parents were welcomed into the school. Staff were critical of parents at times and perceived them to be critical. Blue School appeared to be efficient and used good planning strategies. Autonomy was discussed as low with regard to school decisions and moderate in teaching. Little conflict was evident.
6. 2. 14 Summary: Social Environment
High and low burnout schools were distinguishable in terms of certain social environmental variables. The major differences are summarised below in Table 6.5.
Tables 6. 5 Summary of Social Environment
'. �.. lfl
.
':?h' . � • ..•- ,};.
Blue(LowB)
' ... ,: -: . . , . '
Many negative Moderate High coworker co- High coworker
Interpersonal interactions aggres- cohesion, many hesion. Many cohesion. Cohesive,
Relationships sive comments, positive interaction positive interaction� supportive atmosp-
Internal: hostility & defensivE Tension/ dissatis- DP "disliked & toler· here. Some staff dis-
Coworker actions shown factions due to ated". Syndicates liked AP. DP
Cohesion Interpersonal diffi- overbearing leader- had shared goals & perceived as
culties between stafJ ship. Dissatisfactio vision. Strong ad- supportive, helpful Little school team among senior staff min support. Strong and liked. Syndicates spirit, but loyalty and syndicates, team support and have strong teamwork
support shown in defensive comments. loyalty in syndicate: spirit visible.
syndicates. Little Support & loyalty Teachers appeared Principal fosters good
socialising outside in syndicates. Staff happy & content. relationships.
sch. don't trust senior
staff or principal
Principal supportivE Lack of support Principal very High support from
Support but does not solve from principal supportive of staff senior staff & princi-
- Principal problems, and not and senior staff. and listens. Helps pal and use of
- Senior enough action. Very Lack of sup- staff to sort out helpful strategies to
Managemen good support from port from parents. problems. Strong co- assist staff. Good
- parents parents. Some Syndicate teams hesiveness among support from friction among supportive staff. Support & parents. home groups. of each other. guidance key feature
of school. Loyalty &
confidentiality high.
External: Positive interper- Parents percei ved Parents perceived Parents perceive pos-
Board of sonal between par- interfering. Parents' positively. Parents itively but critical at
Trustees/ ents & community expectations high. welcome in class- times & have high ex- Parents/ Parents supportive Parents not rooms. Principal pectations. Parents
Com munity & helpfuL Parents in classrooms. available to p arents welcome in class- welcome in class- Principal available Teachers perceived rooms.Parents & staff rooms. Principal to parents. Mistrust parents to be critical work well together fo available to parents of community. Staff relationship functions. Principal's
Consultation with Staff relationship with BOT relationships with parents & communi- with BOT unclear. satisfactory. BOT chairperson an ty fostered. Staff rei· Principal saw BOT tagonistic & tense. ationship with BOT as positive. Teacher: Principal saw BOT as
unclear, principal respected by unfair at times.
says staff community. Teachers felt
Visible. Conflict of working styles among senior staff. Collaborative decision making approach contribu ted to staff tension
Conflict and tension Low conflict Little conflict observed.
Conflict visible. Conflict
between staff
6. 2. 15 The Physical Environment
observed.
Humour of principa Principal not aware
helped to of any conflict.
deflect conflict.
While section (6.2.1) provided a brief description and general impression of the physical environment for each school, this section provides anecdotal
comments and interview data. The physical environment of all four schools was located in m iddle class North Shore suburbs having similar decile ratings. The qualitative data provided below presents a broad view of the school
environment and also includes specific information in table form of the lighting, room temperature, amenities and workspace. This information was gained from interviews and discussions with staff. High burnout schools Green and Pink are presented first followed by the low burnout schools, Red and Blue. 6. 2. 16 Green School Physical Environment
Green school as stated previously, was situated in a quiet road and located next to an intermediate school. The playing fields were often shared for sporting events. The outside physical environment appeared moderately tidy. Litter was present and children's seating was chipped and needed painting. The
surroundings were pleasant with nice gardens and trees, multiple playing areas and good carparking facilities for staff and visitors.
Most of the staff who commented on the environment perceived their physical surroundings contributed to a pleasant work environment. The school
classrooms were generally light and cheerful. The open plan set up of Green School which included very large rooms that held two or three classes of children had both a positive and negative part to play in the physical
environment. Most teachers who discussed the open plan set up stated that they preferred to work in this setting and cited benefits such as being able to rely on other teachers and that teacher strengths could be utilised and shared among syndicates. Negative reactions included that fact that "you couldn't close the door and have a bad day", that "we're in a fish bowl and everyone can see
what is going on". One senior staff member stated that open plan teaching was not as suitable for year one and two teachers because of the fact that they would be very visible so that they would have to feel secure and confident as a teacher. The table below highlights some staff perceptions of the physical features of Green School. The numbers in brackets relates to the number of staff comments about a specific aspect of the environment
Table 6. 6 Green School - Staff Comments on the Physical Environment Environmental " . ' �; " Factors lighting temperature amenities/ workspace -·· w. ;, • Evaluations -very
- not very good (4)
-the colour & decorations make the
place warm and cheerful to work
in (3)
-rooms are well ventilated (4)
- rooms are rather draughty (4)
- rooms are not draughty (2)
- gets too hot (4)
- does not get too hot (2)
- the work space is crowded 2) -the furniture is well arranged (5)
-the school could do with some
interior decorations (3)
-the school has a stylish and modern appearance (0)
Note: Numbers in brackets refer to the number of individuals who made the preceding comment.
From this table summary it appears that four staff members perceived the lighting to be poor, the rooms to be well ventilated, but hot at times. Two staff members thought there was not enough work space, but that the furniture was well arranged. Three staff felt that the school needed interior decorations and no staff felt the school had a stylish or modern appearance.
6. 2. 17 Pink School Physical Environment
Pink school was situated in a quiet road and cuI de sac near a new housing subdivision. Being a relatively new school, the buildings and grounds were in good order, clean and well kept. The surroundings were pleasant with nice
gardens and trees, multiple playing areas and views. All staff that discussed their physical environment perceived that their physical surroundings contributed to a pleasant work environment. The school classrooms were generally light and cheerful. Both the conventional use of classrooms and the variable space set up of Pink School enabled flexibility in teaching and physical set up of space and furniture.
Teachers who discussed the physical environment stated that they preferred to work in the variable space setting, citing benefits such as being able to rely on other teachers and that teacher strengths could be shared. Other comments included the fact that they could not have noisy classrooms, as it would affect others and that, working in a variable space, one had to get on with others. The table below highlights some staff's perceptions of the physical features of Pink School.
Table 6. 7 Pink School - Staff Comments on the Physical Environment
lighting
temperature
amenities/ workspace
-very good (5)
- not very good (1)
-the colour & decorations make the place warm and
cheerful to work in (4)
-rooms are well ventilated (5)
- rooms are not well ventilated (5)
- rooms are rather draughty (4)
- rooms are not draughty (4) - gets too hot (5)
- does not get too hot (1) -the work space is crowded (5)
the furniture is well arranged (4) -the school could do with some
interior decorations (3)
the school has a stylish and modern appearance (5)
Of staff who d iscussed the physical environment, five perceived the lighting to be very good. Five staff felt the rooms to be well ventilated and five also found rooms were not well ventilated. Four staff found the rooms too draughty and
four staff stated that the rooms were not too draughty. Only one staff member felt the rooms got too hot at times. Five staff thought there was not enough work space, and four staff thought the furniture was well arranged. Three staff felt that the school needed interior decorations and five staff felt the school did have a stylish or modern appearance.
6. 2. 18 Red School Physical Environment
Red school was situated in a very busy corner of a main road with constant traffic passing giving off traffic fumes and noise. Before and after school road crossing supervision was therefore undertaken with much care and