WELLBEING
A total of 357 boys and 342 girls completed the survey,
with 22 students preferring not to disclose their gender.
Multiple statistical analyses are now underway to
examine the strength of association between pupils’
perceptions of mathematics teachers’ leadership
style and student self-perceptions of (a) productivity,
(b) wellbeing, and (c) motivation, as well as further
stratifying these analyses by gender, country of birth,
year group, and race/ethnicity.
Pearson product-moment correlation coefficients
or Spearman’s rank correlation coefficients will be
calculated according to the distribution of the data
for each of these analyses, and the data will be
further stratified according to the 15 components
of inclusive leadership (individualised consideration,
idealised influence, inspirational motivation, intellectual
stimulation, unqualified acceptance, empathy, listening,
persuasion, confidence building, growth, foresight,
conceptualisation, awareness, stewardship, and healing).
Linear regression analyses will also examine the extent
to which these components account for the variance in
the outcome variables. It is envisaged that the planned
stratified statistical analysis of these data will enable us
to examine whether the teaching style and behaviours
of mathematics teachers at Sevenoaks School affect
student performance, motivation, and wellbeing in this
subject. This is with a view to not only being the first
study in the literature to investigate such associations
within the secondary school environment, but, more
importantly, to provide meaningful insights into how
mathematics teaching methods at Sevenoaks School
may be developed further to improve student outcomes.
It is also hoped that this study will provide a template
for other departments within Sevenoaks School and
other schools to undertake similar statistically rigorous
quantitative pedagogical studies across the full range of
subjects, and hence contribute to both staff Continuous
Professional Development and evidence-based, and
research-led, teaching.
Further Reading
Anderson, D. L and Graham, A.P. (2016) Improving
student wellbeing: having a say at school. School
Effectiveness and School Improvement, 27 (3): 348-366.
Moss, G., Sims, C., McDuff, N., and Tatam, J. (2018) The
impact of academic leadership behaviours on BME
student attainment. Leadership Insights, Leadership
Foundation for Higher Education.
Moss, G. (2019) Inclusive Leadership. Routledge.
Public Health England (2014) The link between pupil
health and wellbeing and attainment.
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