11 SES 05, What Can We Learn from Standardized Tests?
As in other European countries, debates on the need for quality management systems in schools arose in Spain in parallel to their implementation. Not only do these discussions persist, but they have become more heated as a result of the financial crisis that has affected the whole education system and has raised questions about whether it makes sense to devote resources to quality management in the current context of cost-cutting (Egido, Fernández-Cruz, Fernández-Díaz 2016).
In general, school climate may be defined as the collective beliefs, values and attitudes prevailing in a school (Koth, Bradshaw & Leaf, 2008). There is a broad range of studies which link good school climate both to better student performance and satisfaction of all the people involved with the school.
The factors associated to school climate are a crucial dimension of the school's effectiveness (Byrk et al. 2010), underpinning its connection to academic achievement (MacNeil, Prater & Busch, 2009), student mental health (Modin & Östberg, 2009), a lower incidence of violence and bullying (Birkett et al., 2009), greater job satisfaction among teachers (Grayson & Alvarez, 2008) and more family involvement with the school (Amatea & West, 2007).
In recent years, several studies from international institutions have confirmed this association. Of special interest is research by UNESCO, through the Latin American Laboratory for Assessment of the Quality of Education (LLECE, 2001), evidencing the impact of school climate on student performance in Latin America. Also of note is a study conducted by the OECD, with the PISA report, noting that school climate is one of the dimensions related to education quality and equity (OECD, 2011).
In relation to education community satisfaction, there are studies that have determined that it is linked to the quality of the service provided (Lazibat, Baković & Dužević, 2014), with service quality having a direct impact on the satisfaction and trust of the members of the institution (Sultan & Wong, 2013).
According to Lazibat et al. (2014), the most important determining factors of student satisfaction can be divided into personal characteristics (competences, motivation, performance, participation...) and environmental elements (facilities, teacher performance, organisation and coordination...). In relation to teacher satisfaction, there are studies on management team leadership, recognition of their work by the head master and students, their relationship with the management team and other teachers and students, and working conditions (Lacireno-Paquet, Bocala & Bailey 2016). Finally, family satisfaction depends on factors such as communication and participation, school resources and leadership quality, adequate budget and the academic performance of their children (Friedman, Bobrowski & Markow, 2007).
Following a review of all the literature presented above, in this context the study objective was to answer the following question: Does the implementation of the ISO 9001 STANDARDS have an impact on school Climate and the Satisfaction of its members? This paper aims to contribute the results found in relation to this model, although there is already empirical evidence of this relationship in other systems, such as the EFQM (Egido, Fernández_Cruz & Fernández_Díaz, 2016).
Amatea, E.S., & West, C.A. (2007). Joining the conversation about educating our poorest children: Emerging leadership roles for school counselors in high poverty schools. Professional School Counseling, 11. Birkett, M., Espelage, D. L., & Koenig, B. W. (2009). LGB and questioning students in schools: The moderating effects of homophobic bullying and school climate on negative outcomes. Journal of Youth and Adolescence, 38 (7), 989-1000. Bryk, A. S., Sebring, P. B., Allensworth, E., Luppescu, S., & Easton, J. Q. (2010). Organizing schools for improvement. Chicago: University of Chicago Press. Egido, I., Fernández-Cruz, F.J. , Fernández-Díaz, M.J. (2016) "Evaluation of the impact of quality management systems on school climate", IJEM, Vol. 30 Iss: 4, pp.474 – 492 Friedman, B. A., Bobrowski, P. E., & Markow, D. (2007). Predictors of parents’ satisfaction with their children’s school. Journal of Educational Administration, 45, 278-288 Grayson, J. L., & Alvarez, H. K. (2008). School climate factors relating to teacher burnout: A mediator model. Teaching & Teacher Education, 24(5), 1349-1363. Koth, C.W., Bradshaw, C.P., & Leaf, P.J. (2008). A multilevel study of predictors of student perceptions of school climate: The effect of classroom-level factors. Journal of Educational Psychology, 100(1), 96–104. Lacireno-Paquet, N., Bocala, C., & Bailey, J. (2016). Relationship between school profesional climate and teachers’ satisfaction with the evaluation process (REL 2016–133). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast & Islands. Lazibat, T., Baković, T., & Dužević, I. (2014). How perceived service quality influences students' satisfaction? Teachers' and students' perspectives. Total Quality Management & Business Excellence, 25(7-8), 923-934. LLECE (2001). Primer estudio internacional comparativo sobre Lenguaje, Matemática y factores asociados. Santiago de Chile: UNESCO. MacNeil, A. J., Prater, D. L., & Busch, S. (2009). The effects of school culture and climate on student achievement. IJLE, 12(1), 73-84. Modin, B. & Östberg, V. (2009). School climate and psychosomatic health: a multilevel analysis. School Effectiveness and School Improvement: IJRPP, 20 (4), 433-455. OECD (2011). Equity and Quality in Education. Supporting Disadvantaged Students and Schools. Paris: OECD. Sultan, P., & Wong, H.Y. (2010a). Service quality in higher education – a review and research agenda. International Journal of Quality and Service Sciences, 2(2), 259–272.
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