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IDENTIFYING KEY DETERMINANTS OF SCHOOL EFFECTIVENESS IN JAMAICA FROM AN ANALYSIS OF THE NATIONAL EDUCATION INSPECTORATE FINDINGS
Bourne, Alexander
Bourne, Alexander
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Thesis/Dissertation
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2025-05
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Educational Leadership
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https://doi.org/10.34944/dh4d-2k59
Abstract
This study investigates the determinants of school effectiveness in Jamaica by analyzing National Education Inspectorate (NEI) reports. Of 846 inspection reports reviewed, all informed Research Question 1, which is concerned with identifying key determinants of school effectiveness in Jamaica; 266 reports from 133 schools with both Cycle 1 and Cycle 2 inspections addressed Research Question 2, which is concerned with the impact of the NEI inspections on school effectiveness. Additionally, recommendations from 765 of these reports were analyzed for Research Question 3 to identify patterns or themes aligned with school effectiveness. Regression analyses, non-parametric tests, and thematic reviews show that instructional quality, measured by teaching for student learning, is the strongest predictor of academic outcomes, boosting attainment across primary and secondary schools. Students’ personal and social development and attendance rates also emerged as critical, underscoring the need for holistic education. NEI inspections positively influenced effectiveness, especially at the secondary level, where re-inspected schools saw a 21.8% improvement in effectiveness ratings. Contextual factors, including ownership, regional location, teacher-pupil ratios, and gender composition, further shaped effectiveness, with church-owned and single-gender schools outperforming their counterparts. Thematic analyses identified seven key determinants: leadership, teaching quality, curriculum relevance, assessment, resource management, accountability, and community engagement. The findings underscore the need for targeted policy interventions, such as enhanced teacher training and equitable funding, to address disparities and improve educational outcomes, at least in Jamaica.
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