مؤشرات نفسية-اجتماعية لفاعلية المدرسة : مقارنة بين المدارس ذات التحصيل العالي و المدراس ذات التحصيل المتدني

الملخص EN

Among the indicators of school effectiveness, characteristics of the school as a social system emerge as salient indicators that largely explain the relationship between - school variance in achievement and effective outcomes.

The diverse cultural, economic and political realities surrounding schools in different countries justify the search for culture - specific characteristics of the effective school.

The present study is an attempt in this direction.

On the bases of average scores in the General Secondary Certification Examination (in five consecutive years), two groups of schools were selected representing high achieving (n= 17), and low achieving (n=16) Jordanian secondary schools.

A matching procedure rendered the selected groups comprable with respect to size, location and gender.

Data collection instruments were designed to tap dimensions of school environment and processes that appear as important indicators of school effectiveness.

Thirty-three principals, 226 teachers, and 1349 students responded to the questionnaires designed for this purpose.

A series of Anova procedures and explanatory discriminate analyses revealed that the two groups of schools differ on variables related to teaching practices, stability of school faculty, and amount of extra-curricular activities.

A set of findings revealed that the internal school community appears to hold a “self-image” that corresponds with their school achievement level.

Results were discussed in view of the literature on self-fulfilling prophecies and the tendency of self-perceptions to perpetuate the achievement contexts at the individual and group levels.