Assessment of School Image
Abstract
There seems to be a gap in the literature on educational management that focuses on school image and its assessment. This paper addresses this issue by reviewing the state of the art regarding school image and communication with the public.School image can be defined as the overall impression and mosaic synthesised from numerous impressions of individuals of school publics (pupils/students, teachers and deputies of school
management, parents, and other stakeholders). School image is not what the headteachers understand it to be, but the feelings and beliefs about the school and its educational programme that exist in the minds of the
school publics. The present study contributes to the literature by providing an overview of school image and by providing a practical application of a useful tool for assessing the content of corporate image. Semantic differential scales are used for marketing purposes and as a useful technique for measuring and assessing school image. Communication with publics and the development and sustainability of a positive school image influence not only the marketing of the school but also the educational process in the school. Today, shaping and maintaining a school image is even more important because of the curriculum reform, focusing on higher study process outputs, quality assessments, and accountability. The findings of this study have important implications for school marketing experts and researchers, headteachers, education policymakers, as well as teachers at schools.
Downloads
References
Balmer, M. T. J., & Greyser, A. S. (2006). Corporate marketing. integrating corporate identity, corporate branding, corporate communications, corporate image and corporate reputation. European Journal of Marketing, 40(7/8), 730–741.
Barth, R. S. (2006). Culture in questions. In M Grogan (Ed.), The Jossey-Bass reader on educational leadership (pp. 159–168). San Francisco, CA: Jossey-Bass.
Bernstein, D. (1984). Company image and reality: A critique of corporate communications. Eastbourne,
UK: Holt, Rinehart & Winston.
Bush, T. (1995). Theories of educational management. London, UK: Paul Chapman Publishing.
Bush, T. (2008). From management to leadership: Semantic or meaningful change? Educational Management Administration & Leadership, 36(2), 271–288.
Bush, T. (2013). Distributed leadership: The model of choice in the 21st century. Educational Management Administration and Leadership, 41(5), 543–544.
Clevenger, T. Jr., Lazier, A. G., & Clark, L. M. (1965). Measurement of corporate images by the semantic differential. Journal of Marketing Research, 2(1), 80–82.
Dzierzgowska, I. (2000). Dyrektor w zreformowanej szkole [Headteacher in reformed school]. Warszawa: CODN.
Eger, L. (2006). ŘÃzenà školy pÅ™i zavádÄ›nà školnÃho vzdÄ›lávacÃho programu [Managing school and implementing new curriculum]. Plzeň: NAVA.
Eger, L. & Egerová, D. (2002). Assessment of school image. E + M. Economics and Management, 5(Special Issue), 45–47.
Eger, L., Egerová, D., & JakubÃková, D. (2002). Strategie rozvoje Å¡koly [Strategic school development]. Plzeň: Cechtuma.
Eger, L., Pisoňová, M., & Tomczyk, L. (2017). Development programs for head teachers in four Central European countries: an international comparison. International Journal Management in Education, 11(1), 25–45.
Elsner, D. (1999). Doskonalenie kierowania placówka oświatowa [Management of educational institutions]. Chorzów: Mentor.
Evans, I. (1995). Marketing for schools. London, UK: CASSEL Education.
Everard, K. B., Morris, G., & Wilson, I. (2004). Effective school management. London, UK: Paul Chapman Publishing.
Fallon, M. L., O’Keeffe, V. B., & Sugai, G. (2012). Consideration of culture and context in school-wide positive behavior support: A review of current literature. Journal of Positive Bahaviour Interventions, 14(4), 209–219.
Fidler, B. (2000). Strategic management for school development. London, UK: Paul Chapman Publishing.
Gray, E. D. (2009). Doing research in the real world. Los Angeles, CA: SAGE.
Gray, E. R., & Balmer, J. M. T. (1998). Managing corporate image and corporate reputation. London, UK: Long Range Planning.
Gruenert, S. (2008). School culture, school climate. They are not the same thing. Retrieved from https://
www.naesp.org/sites/default/files/resources/2/Principal/2008/M-Ap56.pdf
Jacobson, L. S., & Cypres, A. (2012). Important shifts in curriculum of educational leadership preparation. Journal of Research on Leadership Education, 7(2), 217–236.
Klement, M., Chráska, M, & Chrásková, M. (2015). The use of semantic differential method identifying the opinions of university students on education realized through e-learning. Procedia – Social and Behavioral Sciences, 186, 1214–1223.
Kotler, P. (2003). Marketing management. New Jersey, NJ: Prentice Hall.
Kotler, P., & Keller, K. L. (2006). Marketing management. New Jersey, NJ: Pearson, Prentice Hall.
Leadership Programme for Serving Headteachers (1998). Information and Application 1999-2000. London, UK: Teacher Training Agency.
Lovšin, M. (2014) The (un)attractiveness of vocational and technical education: Theoretical background. Center for Educational Policy Studies Journal, 4(1), 101–120.
Lubienski, Ch. (2007). Marketing schools. Consumer goods and competitive incentives for consumer information. Education and Urban Society, 41(1), 118–141.
Marcouyeux, A. & Fleuri-Bahi, G. (2010). Place-identity in a school setting: Effects of the place image. Environment and Behaviour, 43(3), 344–362.
MariÄ, M., Pavlin, J., & Ferjan, M. (2010). Educational institution’s image: A case study. Organizacija, 43(2), 58–65.
Murgatroyd, S., & Morgan, C. (1994). Total quality management and the school. Buckingham, UK: Open University Press.
Němec, P. (1996). Public relations. Praha: Management Press.
Nezvalová, D. (2002). Kvalita ve škole [Quality at school]. Olomouc: Univerzita Palackého v Olomouci.
Oldroyd, D., Elsner, D., & Poster, C. (1996). Educational management today. London, UK: Paul Chapman Publishing.
Osgood, C. E., Suci, G. J., & Tannenbaum, P. (1957). The measurement of meaning. Urbana, IL: University of Illinois Press.
Radovan, M., & Marko, D. (2015). Relations between students’ motivation, and perceptions of the learning environment. Center for Educational Policy Studies Journal, 5(2), 115–138.
Saunders, M., Lewis, P., & Thornhill, A. (2009). Research methods for business students. Harlow, UK: Pearson Education Limited.
Schratz M, SlavÃková, L, KřÞková, E. et al. (2009). The role of school leadership in the improvement of learning. Budapest: Tempus Public Foundation. Retrieved from https://www.researchgate.net/profile/Michael_Schratz/publication/275655052_The_Role_of_School_Leadership_in_the_Improvement_of_Learning/links/5546634c0cf23ff71686d5ef/The-Role-of-School-Leadership-in-the-Improvementof-Learning.pdf
Schleicher, A. (Ed.) (2012). Preparing teachers and developing school leaders for the 21st century: Lessons
from around the world. Paris: OECD Publishing.
SvÄ›tlÃk, J. (1996). Marketing Å¡koly [Marketing of school]. ZlÃn: EKKA.
Teacher Training Agency (1998). National Standards for Headteachers. London, UK: TTA.
Verhagen, T., & Meents, S. (2007). A framework for developing semantic differentials in IS Research: Assessing the meaning of electronic marketplace quality. Amsterdam: Serie Research Memoranda, VU Amsterdam University. Retrieved from http://degree.ubvu.vu.nl/repec/vua/wpaper/pdf/20070016.pdf
Wilkins, S., & Huisman, J. (2013). Student evaluation of university image attractiveness and its impact on student attachment to international branch campuses. Journal of Studies in International Education, 17(5), 607–623.
Youngman, M. B. (1994). Designing and using questionnaires. In N. Bennett, R. Glatter, & R. LevaÄiÄ (Eds.), Improving educational management (pp. 248–266). London, UK: Paul Chapman Publishing.
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.