PhD Questionnaire

Project Title: Stakeholders’ views on student voice in Irish post-primary school classrooms

Researcher: Craig Skerritt, Centre for Evaluation, Quality and Inspection, Dublin City University

Contact Details: craig.skerritt2@mail.dcu.ie

_______________________________________________________________________________________

My name is Craig Skerritt and I am currently undertaking research on stakeholders’ views on student voice in Irish post-primary school classrooms. This research is part of a PhD being funded by Dublin City University. As this is an unexplored area in Irish education, this research is particularly interested in exploring how student voice is enacted in schools, especially at the classroom level, and if there is a difference in how student voice plays out in schools based on school patronage and/or socio-economic setting.

This particular stage of the research involves surveying principals about their experiences and perceptions of student voice. Thus, as a post-primary school principal you are now being invited to take part in an online questionnaire about principals’ views on student voice. The questionnaire should take no more than 15-20 minutes to complete. In addition, you should be aware that:

●      Participation is completely voluntary, and you are not obliged to take part.

●      There is no direct benefit for you in participating in the research.

●      Participation involves no risk for you beyond those of everyday life - the probability of any harm or distress being caused by this research is no greater than those ordinarily encountered in daily life or during the performance of routine everyday administrative activities.

●      Maintaining your anonymity is of the highest importance and at no stage during the research will you, your school, or your school’s location be mentioned.

●      Confidentiality of information provided cannot always be guaranteed by researchers and can only be protected within the limitations of the law - i.e., it is possible for data to be subjected to freedom of information claims.

●      All data gathered from you will be stored in a secure location by the researcher

●      The findings from this research will be published in the first instance in a PhD thesis which will be stored in Dublin City University’s library. It is also intended that sections of the thesis will then be submitted for publication in peer-reviewed academic journals and/or books. Upon publication, these texts will be advertised on Twitter at @CraigSkerritt and free copies will be available to interested parties upon request.

●      You can, up until publication, decide that you would like to withdraw from the process (in this event, all data collected from you will be destroyed and not used).

●      All data collected from you will be deleted and destroyed upon the completion of the project in 2025.

Question Title

* 1. I fully consent to have the data I provide in this questionnaire used in this research.

Yes

Question Title

* 2. Which best describes your school?

Voluntary secondary school (DEIS)

Voluntary secondary school (Non-DEIS)

ETB school (DEIS)

ETB School (Non-DEIS)

Community / comprehensive school (DEIS)

Community / comprehensive school (Non-DEIS)

Educate Together school (DEIS)

Educate Together school (Non-DEIS)

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* 3. Does your school have DEIS status?

Yes

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* 4. Approximately how many students attend your school?

0-100

101-200

201-300

301-400

401-500

501-600

601-700

700+

Question Title

* 5. Is your school a single-sex school or a co-educational school?

Single-sex (male)

Single-sex (female)

Co-educational

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* 6. How many years of experience do you have as principal of your current school?

0-5 years

6-10 years

11-15 years

16-20 years

21-25 years

25+ years

Question Title

* 7. Do you hold any postgraduate qualification(s)?

Yes

If yes, please specify

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* 8. How many deputy principals are currently working alongside you in your school?

One

Two

Three

School Self-Evaluation in your School

In the Post-Primary School Self-Evaluation Guidelines 2016-2020, the Department of Education and Skills defines School Self-Evaluation (SSE) as ‘a collaborative, inclusive, reflective process of internal school review’, during which school staff, under the direction of the board of management and the patron and in consultation with parents and students, engage in reflective enquiry on the work of the school.

SSE is primarily about schools taking ownership of their own development and improvement and is based on a six-step process:

1.       Identify focus

2.       Gather evidence

3.       Analyse and make judgements

4.       Write and share report and improvement plan

5.       Put improvement plan into action

6.       Monitor actions and evaluate impact

Question Title

* 9. To what extent do you agree with the following statements about SSE in your school?

	Strongly Disagree	Disagree	Somewhat Disagree	Neither Agree nor Disagree	Somewhat Agree	Agree	Strongly Agree
This school has a specific SSE policy	This school has a specific SSE policy Strongly Disagree	This school has a specific SSE policy Disagree	This school has a specific SSE policy Somewhat Disagree	This school has a specific SSE policy Neither Agree nor Disagree	This school has a specific SSE policy Somewhat Agree	This school has a specific SSE policy Agree	This school has a specific SSE policy Strongly Agree
This school’s SSE policy is written down and available for stakeholders to read and refer to	This school’s SSE policy is written down and available for stakeholders to read and refer to Strongly Disagree	This school’s SSE policy is written down and available for stakeholders to read and refer to Disagree	This school’s SSE policy is written down and available for stakeholders to read and refer to Somewhat Disagree	This school’s SSE policy is written down and available for stakeholders to read and refer to Neither Agree nor Disagree	This school’s SSE policy is written down and available for stakeholders to read and refer to Somewhat Agree	This school’s SSE policy is written down and available for stakeholders to read and refer to Agree	This school’s SSE policy is written down and available for stakeholders to read and refer to Strongly Agree
SSE is seen as being a collaborative effort involving all staff	SSE is seen as being a collaborative effort involving all staff Strongly Disagree	SSE is seen as being a collaborative effort involving all staff Disagree	SSE is seen as being a collaborative effort involving all staff Somewhat Disagree	SSE is seen as being a collaborative effort involving all staff Neither Agree nor Disagree	SSE is seen as being a collaborative effort involving all staff Somewhat Agree	SSE is seen as being a collaborative effort involving all staff Agree	SSE is seen as being a collaborative effort involving all staff Strongly Agree
This school has a designated person with responsibility for SSE	This school has a designated person with responsibility for SSE Strongly Disagree	This school has a designated person with responsibility for SSE Disagree	This school has a designated person with responsibility for SSE Somewhat Disagree	This school has a designated person with responsibility for SSE Neither Agree nor Disagree	This school has a designated person with responsibility for SSE Somewhat Agree	This school has a designated person with responsibility for SSE Agree	This school has a designated person with responsibility for SSE Strongly Agree

Question Title

* 10. To what extent do you agree that the following members of the school community have a defined role in your school’s SSE?

	Strongly Disagree	Disagree	Somewhat Disagree	Neither Agree nor Disagree	Somewhat Agree	Agree	Strongly Agree
Principal	Principal Strongly Disagree	Principal Disagree	Principal Somewhat Disagree	Principal Neither Agree nor Disagree	Principal Somewhat Agree	Principal Agree	Principal Strongly Agree
Deputy principal	Deputy principal Strongly Disagree	Deputy principal Disagree	Deputy principal Somewhat Disagree	Deputy principal Neither Agree nor Disagree	Deputy principal Somewhat Agree	Deputy principal Agree	Deputy principal Strongly Agree
Teachers with posts of responsibility (subject department co-ordinators, year heads, Home School Community Liaison etc.)	Teachers with posts of responsibility (subject department co-ordinators, year heads, Home School Community Liaison etc.) Strongly Disagree	Teachers with posts of responsibility (subject department co-ordinators, year heads, Home School Community Liaison etc.) Disagree	Teachers with posts of responsibility (subject department co-ordinators, year heads, Home School Community Liaison etc.) Somewhat Disagree	Teachers with posts of responsibility (subject department co-ordinators, year heads, Home School Community Liaison etc.) Neither Agree nor Disagree	Teachers with posts of responsibility (subject department co-ordinators, year heads, Home School Community Liaison etc.) Somewhat Agree	Teachers with posts of responsibility (subject department co-ordinators, year heads, Home School Community Liaison etc.) Agree	Teachers with posts of responsibility (subject department co-ordinators, year heads, Home School Community Liaison etc.) Strongly Agree
Classroom teachers	Classroom teachers Strongly Disagree	Classroom teachers Disagree	Classroom teachers Somewhat Disagree	Classroom teachers Neither Agree nor Disagree	Classroom teachers Somewhat Agree	Classroom teachers Agree	Classroom teachers Strongly Agree
Student council	Student council Strongly Disagree	Student council Disagree	Student council Somewhat Disagree	Student council Neither Agree nor Disagree	Student council Somewhat Agree	Student council Agree	Student council Strongly Agree
Student body (i.e. all students, including those not on the student council)	Student body (i.e. all students, including those not on the student council) Strongly Disagree	Student body (i.e. all students, including those not on the student council) Disagree	Student body (i.e. all students, including those not on the student council) Somewhat Disagree	Student body (i.e. all students, including those not on the student council) Neither Agree nor Disagree	Student body (i.e. all students, including those not on the student council) Somewhat Agree	Student body (i.e. all students, including those not on the student council) Agree	Student body (i.e. all students, including those not on the student council) Strongly Agree
Parents	Parents Strongly Disagree	Parents Disagree	Parents Somewhat Disagree	Parents Neither Agree nor Disagree	Parents Somewhat Agree	Parents Agree	Parents Strongly Agree
Board of Management	Board of Management Strongly Disagree	Board of Management Disagree	Board of Management Somewhat Disagree	Board of Management Neither Agree nor Disagree	Board of Management Somewhat Agree	Board of Management Agree	Board of Management Strongly Agree

Student Voice in your School

Student voice here refers to engaging in genuine dialogue with students and facilitating their role as stakeholders in schools. It means not only providing a platform for students to offer their views, but ensuring that their voice is heard, respected, and valued. This can involve listening to and valuing students’ views on their learning experiences, communicating these views to decision-makers, and ultimately empowering students to be more active in shaping or changing their learning and treating them as equal partners in the evaluation of teaching and learning processes, or at the simplest level, it can involve students sharing their opinions of school problems with management and staff. An important point, however, is that all types of student voice, ranging from students having limited input to students having strong leadership are considerably different from the types of roles that students have traditionally performed in schools e.g. planning school dances, holding cake sales, and organising non-uniform days.

Question Title

* 11. Does this school have a student council?

Yes

Question Title

* 12. To what extent do you agree with the following statements about student voice in your school?

	Strongly Disagree	Disagree	Somewhat Disagree	Neither Agree nor Disagree	Somewhat Agree	Agree	Strongly Agree
Students are assigned a clear role in this school’s SSE policy	Students are assigned a clear role in this school’s SSE policy Strongly Disagree	Students are assigned a clear role in this school’s SSE policy Disagree	Students are assigned a clear role in this school’s SSE policy Somewhat Disagree	Students are assigned a clear role in this school’s SSE policy Neither Agree nor Disagree	Students are assigned a clear role in this school’s SSE policy Somewhat Agree	Students are assigned a clear role in this school’s SSE policy Agree	Students are assigned a clear role in this school’s SSE policy Strongly Agree
Students play an important role in SSE	Students play an important role in SSE Strongly Disagree	Students play an important role in SSE Disagree	Students play an important role in SSE Somewhat Disagree	Students play an important role in SSE Neither Agree nor Disagree	Students play an important role in SSE Somewhat Agree	Students play an important role in SSE Agree	Students play an important role in SSE Strongly Agree
Students are consulted on a wide range of issues (e.g. teaching and learning, school policies, school activities)	Students are consulted on a wide range of issues (e.g. teaching and learning, school policies, school activities) Strongly Disagree	Students are consulted on a wide range of issues (e.g. teaching and learning, school policies, school activities) Disagree	Students are consulted on a wide range of issues (e.g. teaching and learning, school policies, school activities) Somewhat Disagree	Students are consulted on a wide range of issues (e.g. teaching and learning, school policies, school activities) Neither Agree nor Disagree	Students are consulted on a wide range of issues (e.g. teaching and learning, school policies, school activities) Somewhat Agree	Students are consulted on a wide range of issues (e.g. teaching and learning, school policies, school activities) Agree	Students are consulted on a wide range of issues (e.g. teaching and learning, school policies, school activities) Strongly Agree
Students are consulted on academic issues (e.g. teaching and learning)	Students are consulted on academic issues (e.g. teaching and learning) Strongly Disagree	Students are consulted on academic issues (e.g. teaching and learning) Disagree	Students are consulted on academic issues (e.g. teaching and learning) Somewhat Disagree	Students are consulted on academic issues (e.g. teaching and learning) Neither Agree nor Disagree	Students are consulted on academic issues (e.g. teaching and learning) Somewhat Agree	Students are consulted on academic issues (e.g. teaching and learning) Agree	Students are consulted on academic issues (e.g. teaching and learning) Strongly Agree
Students are consulted on non-academic issues (e.g. uniform policy, structure of the school day, clubs and societies etc.)	Students are consulted on non-academic issues (e.g. uniform policy, structure of the school day, clubs and societies etc.) Strongly Disagree	Students are consulted on non-academic issues (e.g. uniform policy, structure of the school day, clubs and societies etc.) Disagree	Students are consulted on non-academic issues (e.g. uniform policy, structure of the school day, clubs and societies etc.) Somewhat Disagree	Students are consulted on non-academic issues (e.g. uniform policy, structure of the school day, clubs and societies etc.) Neither Agree nor Disagree	Students are consulted on non-academic issues (e.g. uniform policy, structure of the school day, clubs and societies etc.) Somewhat Agree	Students are consulted on non-academic issues (e.g. uniform policy, structure of the school day, clubs and societies etc.) Agree	Students are consulted on non-academic issues (e.g. uniform policy, structure of the school day, clubs and societies etc.) Strongly Agree
Students want to be involved in SSE	Students want to be involved in SSE Strongly Disagree	Students want to be involved in SSE Disagree	Students want to be involved in SSE Somewhat Disagree	Students want to be involved in SSE Neither Agree nor Disagree	Students want to be involved in SSE Somewhat Agree	Students want to be involved in SSE Agree	Students want to be involved in SSE Strongly Agree
Students meaningfully contribute to SSE	Students meaningfully contribute to SSE Strongly Disagree	Students meaningfully contribute to SSE Disagree	Students meaningfully contribute to SSE Somewhat Disagree	Students meaningfully contribute to SSE Neither Agree nor Disagree	Students meaningfully contribute to SSE Somewhat Agree	Students meaningfully contribute to SSE Agree	Students meaningfully contribute to SSE Strongly Agree
Students’ involvement in SSE is dependent on their age and/or year group	Students’ involvement in SSE is dependent on their age and/or year group Strongly Disagree	Students’ involvement in SSE is dependent on their age and/or year group Disagree	Students’ involvement in SSE is dependent on their age and/or year group Somewhat Disagree	Students’ involvement in SSE is dependent on their age and/or year group Neither Agree nor Disagree	Students’ involvement in SSE is dependent on their age and/or year group Somewhat Agree	Students’ involvement in SSE is dependent on their age and/or year group Agree	Students’ involvement in SSE is dependent on their age and/or year group Strongly Agree
The student council is active in the school	The student council is active in the school Strongly Disagree	The student council is active in the school Disagree	The student council is active in the school Somewhat Disagree	The student council is active in the school Neither Agree nor Disagree	The student council is active in the school Somewhat Agree	The student council is active in the school Agree	The student council is active in the school Strongly Agree
The student council plays an active role in SSE (e.g. being consulted on both academic and non-academic issues)	The student council plays an active role in SSE (e.g. being consulted on both academic and non-academic issues) Strongly Disagree	The student council plays an active role in SSE (e.g. being consulted on both academic and non-academic issues) Disagree	The student council plays an active role in SSE (e.g. being consulted on both academic and non-academic issues) Somewhat Disagree	The student council plays an active role in SSE (e.g. being consulted on both academic and non-academic issues) Neither Agree nor Disagree	The student council plays an active role in SSE (e.g. being consulted on both academic and non-academic issues) Somewhat Agree	The student council plays an active role in SSE (e.g. being consulted on both academic and non-academic issues) Agree	The student council plays an active role in SSE (e.g. being consulted on both academic and non-academic issues) Strongly Agree
The student council plays an important role in SSE	The student council plays an important role in SSE Strongly Disagree	The student council plays an important role in SSE Disagree	The student council plays an important role in SSE Somewhat Disagree	The student council plays an important role in SSE Neither Agree nor Disagree	The student council plays an important role in SSE Somewhat Agree	The student council plays an important role in SSE Agree	The student council plays an important role in SSE Strongly Agree
The students involved in SSE are predominantly from the student council	The students involved in SSE are predominantly from the student council Strongly Disagree	The students involved in SSE are predominantly from the student council Disagree	The students involved in SSE are predominantly from the student council Somewhat Disagree	The students involved in SSE are predominantly from the student council Neither Agree nor Disagree	The students involved in SSE are predominantly from the student council Somewhat Agree	The students involved in SSE are predominantly from the student council Agree	The students involved in SSE are predominantly from the student council Strongly Agree

Consulting Students on Classroom Practice

Question Title

* 13. To what extent do you agree with the following statements about students being consulted on classroom practice in your school?

	Strongly Disagree	Disagree	Somewhat Disagree	Neither Agree nor Disagree	Somewhat Agree	Agree	Strongly Agree
Students are consulted on teaching and learning issues in this school (e.g. how students like to be taught and how they feel they learn best is taken into account)	Students are consulted on teaching and learning issues in this school (e.g. how students like to be taught and how they feel they learn best is taken into account) Strongly Disagree	Students are consulted on teaching and learning issues in this school (e.g. how students like to be taught and how they feel they learn best is taken into account) Disagree	Students are consulted on teaching and learning issues in this school (e.g. how students like to be taught and how they feel they learn best is taken into account) Somewhat Disagree	Students are consulted on teaching and learning issues in this school (e.g. how students like to be taught and how they feel they learn best is taken into account) Neither Agree nor Disagree	Students are consulted on teaching and learning issues in this school (e.g. how students like to be taught and how they feel they learn best is taken into account) Somewhat Agree	Students are consulted on teaching and learning issues in this school (e.g. how students like to be taught and how they feel they learn best is taken into account) Agree	Students are consulted on teaching and learning issues in this school (e.g. how students like to be taught and how they feel they learn best is taken into account) Strongly Agree
Teachers ask students for feedback on their teaching	Teachers ask students for feedback on their teaching Strongly Disagree	Teachers ask students for feedback on their teaching Disagree	Teachers ask students for feedback on their teaching Somewhat Disagree	Teachers ask students for feedback on their teaching Neither Agree nor Disagree	Teachers ask students for feedback on their teaching Somewhat Agree	Teachers ask students for feedback on their teaching Agree	Teachers ask students for feedback on their teaching Strongly Agree
Teachers ask students for feedback on how they are learning	Teachers ask students for feedback on how they are learning Strongly Disagree	Teachers ask students for feedback on how they are learning Disagree	Teachers ask students for feedback on how they are learning Somewhat Disagree	Teachers ask students for feedback on how they are learning Neither Agree nor Disagree	Teachers ask students for feedback on how they are learning Somewhat Agree	Teachers ask students for feedback on how they are learning Agree	Teachers ask students for feedback on how they are learning Strongly Agree
Management (principal and/or leadership team) ask students for feedback on teachers’ teaching	Management (principal and/or leadership team) ask students for feedback on teachers’ teaching Strongly Disagree	Management (principal and/or leadership team) ask students for feedback on teachers’ teaching Disagree	Management (principal and/or leadership team) ask students for feedback on teachers’ teaching Somewhat Disagree	Management (principal and/or leadership team) ask students for feedback on teachers’ teaching Neither Agree nor Disagree	Management (principal and/or leadership team) ask students for feedback on teachers’ teaching Somewhat Agree	Management (principal and/or leadership team) ask students for feedback on teachers’ teaching Agree	Management (principal and/or leadership team) ask students for feedback on teachers’ teaching Strongly Agree
Management (principal and/or leadership team) ask students for feedback on how they are learning	Management (principal and/or leadership team) ask students for feedback on how they are learning Strongly Disagree	Management (principal and/or leadership team) ask students for feedback on how they are learning Disagree	Management (principal and/or leadership team) ask students for feedback on how they are learning Somewhat Disagree	Management (principal and/or leadership team) ask students for feedback on how they are learning Neither Agree nor Disagree	Management (principal and/or leadership team) ask students for feedback on how they are learning Somewhat Agree	Management (principal and/or leadership team) ask students for feedback on how they are learning Agree	Management (principal and/or leadership team) ask students for feedback on how they are learning Strongly Agree
Students want to be consulted on teachers’ teaching	Students want to be consulted on teachers’ teaching Strongly Disagree	Students want to be consulted on teachers’ teaching Disagree	Students want to be consulted on teachers’ teaching Somewhat Disagree	Students want to be consulted on teachers’ teaching Neither Agree nor Disagree	Students want to be consulted on teachers’ teaching Somewhat Agree	Students want to be consulted on teachers’ teaching Agree	Students want to be consulted on teachers’ teaching Strongly Agree
Students want to be consulted on their learning	Students want to be consulted on their learning Strongly Disagree	Students want to be consulted on their learning Disagree	Students want to be consulted on their learning Somewhat Disagree	Students want to be consulted on their learning Neither Agree nor Disagree	Students want to be consulted on their learning Somewhat Agree	Students want to be consulted on their learning Agree	Students want to be consulted on their learning Strongly Agree
Students enjoy being consulted on teachers’ teaching	Students enjoy being consulted on teachers’ teaching Strongly Disagree	Students enjoy being consulted on teachers’ teaching Disagree	Students enjoy being consulted on teachers’ teaching Somewhat Disagree	Students enjoy being consulted on teachers’ teaching Neither Agree nor Disagree	Students enjoy being consulted on teachers’ teaching Somewhat Agree	Students enjoy being consulted on teachers’ teaching Agree	Students enjoy being consulted on teachers’ teaching Strongly Agree
Students enjoy being consulted on their learning	Students enjoy being consulted on their learning Strongly Disagree	Students enjoy being consulted on their learning Disagree	Students enjoy being consulted on their learning Somewhat Disagree	Students enjoy being consulted on their learning Neither Agree nor Disagree	Students enjoy being consulted on their learning Somewhat Agree	Students enjoy being consulted on their learning Agree	Students enjoy being consulted on their learning Strongly Agree
Students are a reliable source of information on teaching issues	Students are a reliable source of information on teaching issues Strongly Disagree	Students are a reliable source of information on teaching issues Disagree	Students are a reliable source of information on teaching issues Somewhat Disagree	Students are a reliable source of information on teaching issues Neither Agree nor Disagree	Students are a reliable source of information on teaching issues Somewhat Agree	Students are a reliable source of information on teaching issues Agree	Students are a reliable source of information on teaching issues Strongly Agree
Students are a reliable source of information on learning issues	Students are a reliable source of information on learning issues Strongly Disagree	Students are a reliable source of information on learning issues Disagree	Students are a reliable source of information on learning issues Somewhat Disagree	Students are a reliable source of information on learning issues Neither Agree nor Disagree	Students are a reliable source of information on learning issues Somewhat Agree	Students are a reliable source of information on learning issues Agree	Students are a reliable source of information on learning issues Strongly Agree

Question Title

* 14. How often do you (or the management team) use the following techniques to get feedback from students regarding classroom practice?

	Never	Rarely	Sometimes	Often	Always
Surveys/questionnaires	Surveys/questionnaires Never	Surveys/questionnaires Rarely	Surveys/questionnaires Sometimes	Surveys/questionnaires Often	Surveys/questionnaires Always
Individual interviews	Individual interviews Never	Individual interviews Rarely	Individual interviews Sometimes	Individual interviews Often	Individual interviews Always
Focus group interviews	Focus group interviews Never	Focus group interviews Rarely	Focus group interviews Sometimes	Focus group interviews Often	Focus group interviews Always
Informal conversations	Informal conversations Never	Informal conversations Rarely	Informal conversations Sometimes	Informal conversations Often	Informal conversations Always
Other techniques	Other techniques Never	Other techniques Rarely	Other techniques Sometimes	Other techniques Often	Other techniques Always

Please specify other techniques

Question Title

* 15. To what extent do you agree with the following statements about students judging the quality of teaching in schools?

	Strongly Disagree	Disagree	Somewhat Disagree	Neither Agree nor Disagree	Somewhat Agree	Agree	Strongly Agree
Students give fair feedback on teachers’ classroom practice	Students give fair feedback on teachers’ classroom practice Strongly Disagree	Students give fair feedback on teachers’ classroom practice Disagree	Students give fair feedback on teachers’ classroom practice Somewhat Disagree	Students give fair feedback on teachers’ classroom practice Neither Agree nor Disagree	Students give fair feedback on teachers’ classroom practice Somewhat Agree	Students give fair feedback on teachers’ classroom practice Agree	Students give fair feedback on teachers’ classroom practice Strongly Agree
I trust students’ feedback on teachers’ classroom practice	I trust students’ feedback on teachers’ classroom practice Strongly Disagree	I trust students’ feedback on teachers’ classroom practice Disagree	I trust students’ feedback on teachers’ classroom practice Somewhat Disagree	I trust students’ feedback on teachers’ classroom practice Neither Agree nor Disagree	I trust students’ feedback on teachers’ classroom practice Somewhat Agree	I trust students’ feedback on teachers’ classroom practice Agree	I trust students’ feedback on teachers’ classroom practice Strongly Agree
Students are a good judge of the quality of teaching in schools	Students are a good judge of the quality of teaching in schools Strongly Disagree	Students are a good judge of the quality of teaching in schools Disagree	Students are a good judge of the quality of teaching in schools Somewhat Disagree	Students are a good judge of the quality of teaching in schools Neither Agree nor Disagree	Students are a good judge of the quality of teaching in schools Somewhat Agree	Students are a good judge of the quality of teaching in schools Agree	Students are a good judge of the quality of teaching in schools Strongly Agree
Students are a good judge of the quality of leadership in schools	Students are a good judge of the quality of leadership in schools Strongly Disagree	Students are a good judge of the quality of leadership in schools Disagree	Students are a good judge of the quality of leadership in schools Somewhat Disagree	Students are a good judge of the quality of leadership in schools Neither Agree nor Disagree	Students are a good judge of the quality of leadership in schools Somewhat Agree	Students are a good judge of the quality of leadership in schools Agree	Students are a good judge of the quality of leadership in schools Strongly Agree
Students are a reliable source of information when evaluating the quality of teaching in schools	Students are a reliable source of information when evaluating the quality of teaching in schools Strongly Disagree	Students are a reliable source of information when evaluating the quality of teaching in schools Disagree	Students are a reliable source of information when evaluating the quality of teaching in schools Somewhat Disagree	Students are a reliable source of information when evaluating the quality of teaching in schools Neither Agree nor Disagree	Students are a reliable source of information when evaluating the quality of teaching in schools Somewhat Agree	Students are a reliable source of information when evaluating the quality of teaching in schools Agree	Students are a reliable source of information when evaluating the quality of teaching in schools Strongly Agree

Question Title

* 16. How often does the following happen when you as principal consult students about teachers’ classroom practice?

	Never	Rarely	Sometimes	Often	Always
Students name individual teachers when discussing their lessons	Students name individual teachers when discussing their lessons Never	Students name individual teachers when discussing their lessons Rarely	Students name individual teachers when discussing their lessons Sometimes	Students name individual teachers when discussing their lessons Often	Students name individual teachers when discussing their lessons Always
I ask students about individual teachers when discussing their lessons	I ask students about individual teachers when discussing their lessons Never	I ask students about individual teachers when discussing their lessons Rarely	I ask students about individual teachers when discussing their lessons Sometimes	I ask students about individual teachers when discussing their lessons Often	I ask students about individual teachers when discussing their lessons Always

Question Title

* 17. To what extent do you agree with the following statement about principals (or school management/leadership teams) asking students about the performance of individual teachers?

	Strongly Disagree	Disagree	Somewhat Disagree	Neither Agree nor Disagree	Somewhat Agree	Agree	Strongly Agree
It is appropriate for principals (or the school management/leadership team) to ask students about the performance of individual teachers	It is appropriate for principals (or the school management/leadership team) to ask students about the performance of individual teachers Strongly Disagree	It is appropriate for principals (or the school management/leadership team) to ask students about the performance of individual teachers Disagree	It is appropriate for principals (or the school management/leadership team) to ask students about the performance of individual teachers Somewhat Disagree	It is appropriate for principals (or the school management/leadership team) to ask students about the performance of individual teachers Neither Agree nor Disagree	It is appropriate for principals (or the school management/leadership team) to ask students about the performance of individual teachers Somewhat Agree	It is appropriate for principals (or the school management/leadership team) to ask students about the performance of individual teachers Agree	It is appropriate for principals (or the school management/leadership team) to ask students about the performance of individual teachers Strongly Agree

The purpose of consulting students on classroom practice

Question Title

* 18. To what extent do you agree with the following statements about the reason(s) for management (principal and/or leadership team) consulting students on classroom practice?

	Strongly Disagree	Disagree	Somewhat Disagree	Neither Agree nor Disagree	Somewhat Agree	Agree	Strongly Agree
Ensuring student voice is heard in the school	Ensuring student voice is heard in the school Strongly Disagree	Ensuring student voice is heard in the school Disagree	Ensuring student voice is heard in the school Somewhat Disagree	Ensuring student voice is heard in the school Neither Agree nor Disagree	Ensuring student voice is heard in the school Somewhat Agree	Ensuring student voice is heard in the school Agree	Ensuring student voice is heard in the school Strongly Agree
Improving students’ experience of school	Improving students’ experience of school Strongly Disagree	Improving students’ experience of school Disagree	Improving students’ experience of school Somewhat Disagree	Improving students’ experience of school Neither Agree nor Disagree	Improving students’ experience of school Somewhat Agree	Improving students’ experience of school Agree	Improving students’ experience of school Strongly Agree
Making the school a more democratic and inclusive institution	Making the school a more democratic and inclusive institution Strongly Disagree	Making the school a more democratic and inclusive institution Disagree	Making the school a more democratic and inclusive institution Somewhat Disagree	Making the school a more democratic and inclusive institution Neither Agree nor Disagree	Making the school a more democratic and inclusive institution Somewhat Agree	Making the school a more democratic and inclusive institution Agree	Making the school a more democratic and inclusive institution Strongly Agree
The inspectorate expects schools to consult with students	The inspectorate expects schools to consult with students Strongly Disagree	The inspectorate expects schools to consult with students Disagree	The inspectorate expects schools to consult with students Somewhat Disagree	The inspectorate expects schools to consult with students Neither Agree nor Disagree	The inspectorate expects schools to consult with students Somewhat Agree	The inspectorate expects schools to consult with students Agree	The inspectorate expects schools to consult with students Strongly Agree
The governing body/patron expects the school to consult with students	The governing body/patron expects the school to consult with students Strongly Disagree	The governing body/patron expects the school to consult with students Disagree	The governing body/patron expects the school to consult with students Somewhat Disagree	The governing body/patron expects the school to consult with students Neither Agree nor Disagree	The governing body/patron expects the school to consult with students Somewhat Agree	The governing body/patron expects the school to consult with students Agree	The governing body/patron expects the school to consult with students Strongly Agree
Improving the quality of teaching and learning across the school	Improving the quality of teaching and learning across the school Strongly Disagree	Improving the quality of teaching and learning across the school Disagree	Improving the quality of teaching and learning across the school Somewhat Disagree	Improving the quality of teaching and learning across the school Neither Agree nor Disagree	Improving the quality of teaching and learning across the school Somewhat Agree	Improving the quality of teaching and learning across the school Agree	Improving the quality of teaching and learning across the school Strongly Agree
Holding teachers accountable for their performances	Holding teachers accountable for their performances Strongly Disagree	Holding teachers accountable for their performances Disagree	Holding teachers accountable for their performances Somewhat Disagree	Holding teachers accountable for their performances Neither Agree nor Disagree	Holding teachers accountable for their performances Somewhat Agree	Holding teachers accountable for their performances Agree	Holding teachers accountable for their performances Strongly Agree
Monitoring teacher performance	Monitoring teacher performance Strongly Disagree	Monitoring teacher performance Disagree	Monitoring teacher performance Somewhat Disagree	Monitoring teacher performance Neither Agree nor Disagree	Monitoring teacher performance Somewhat Agree	Monitoring teacher performance Agree	Monitoring teacher performance Strongly Agree
Holding school leaders accountable for their performances	Holding school leaders accountable for their performances Strongly Disagree	Holding school leaders accountable for their performances Disagree	Holding school leaders accountable for their performances Somewhat Disagree	Holding school leaders accountable for their performances Neither Agree nor Disagree	Holding school leaders accountable for their performances Somewhat Agree	Holding school leaders accountable for their performances Agree	Holding school leaders accountable for their performances Strongly Agree
Monitoring school leaders’ performances	Monitoring school leaders’ performances Strongly Disagree	Monitoring school leaders’ performances Disagree	Monitoring school leaders’ performances Somewhat Disagree	Monitoring school leaders’ performances Neither Agree nor Disagree	Monitoring school leaders’ performances Somewhat Agree	Monitoring school leaders’ performances Agree	Monitoring school leaders’ performances Strongly Agree

Question Title

* 19. What do you do with the information gathered through consultations with students on classroom practice?

	Never	Rarely	Sometimes	Often	Always
Encourage students to talk to teachers (if there are concerns)	Encourage students to talk to teachers (if there are concerns) Never	Encourage students to talk to teachers (if there are concerns) Rarely	Encourage students to talk to teachers (if there are concerns) Sometimes	Encourage students to talk to teachers (if there are concerns) Often	Encourage students to talk to teachers (if there are concerns) Always
Formally discuss students' feedback with teachers	Formally discuss students' feedback with teachers Never	Formally discuss students' feedback with teachers Rarely	Formally discuss students' feedback with teachers Sometimes	Formally discuss students' feedback with teachers Often	Formally discuss students' feedback with teachers Always
Informally discuss students' feedback with teachers	Informally discuss students' feedback with teachers Never	Informally discuss students' feedback with teachers Rarely	Informally discuss students' feedback with teachers Sometimes	Informally discuss students' feedback with teachers Often	Informally discuss students' feedback with teachers Always
Formally discuss students' feedback with school management/leadership team	Formally discuss students' feedback with school management/leadership team Never	Formally discuss students' feedback with school management/leadership team Rarely	Formally discuss students' feedback with school management/leadership team Sometimes	Formally discuss students' feedback with school management/leadership team Often	Formally discuss students' feedback with school management/leadership team Always
Informally discuss students' feedback with school management/leadership team	Informally discuss students' feedback with school management/leadership team Never	Informally discuss students' feedback with school management/leadership team Rarely	Informally discuss students' feedback with school management/leadership team Sometimes	Informally discuss students' feedback with school management/leadership team Often	Informally discuss students' feedback with school management/leadership team Always
Keep feedback on file for your own record	Keep feedback on file for your own record Never	Keep feedback on file for your own record Rarely	Keep feedback on file for your own record Sometimes	Keep feedback on file for your own record Often	Keep feedback on file for your own record Always
Gather data from additional sources e.g. more students	Gather data from additional sources e.g. more students Never	Gather data from additional sources e.g. more students Rarely	Gather data from additional sources e.g. more students Sometimes	Gather data from additional sources e.g. more students Often	Gather data from additional sources e.g. more students Always
Hold follow-up conversations with students	Hold follow-up conversations with students Never	Hold follow-up conversations with students Rarely	Hold follow-up conversations with students Sometimes	Hold follow-up conversations with students Often	Hold follow-up conversations with students Always
Observe teaching and learning in classrooms	Observe teaching and learning in classrooms Never	Observe teaching and learning in classrooms Rarely	Observe teaching and learning in classrooms Sometimes	Observe teaching and learning in classrooms Often	Observe teaching and learning in classrooms Always
Reconsider/revise various school policies	Reconsider/revise various school policies Never	Reconsider/revise various school policies Rarely	Reconsider/revise various school policies Sometimes	Reconsider/revise various school policies Often	Reconsider/revise various school policies Always
Other	Other Never	Other Rarely	Other Sometimes	Other Often	Other Always

Other (please specify)

The Influence of School Context

Question Title

* 20. To what extent do you agree with the following statements about school context influencing consultations with students on classroom practice?

	Strongly Disagree	Disagree	Somewhat Disagree	Neither Agree nor Disagree	Somewhat Agree	Agree	Strongly Agree
The patronage of a school influences the ways that students are consulted on classroom practice	The patronage of a school influences the ways that students are consulted on classroom practice Strongly Disagree	The patronage of a school influences the ways that students are consulted on classroom practice Disagree	The patronage of a school influences the ways that students are consulted on classroom practice Somewhat Disagree	The patronage of a school influences the ways that students are consulted on classroom practice Neither Agree nor Disagree	The patronage of a school influences the ways that students are consulted on classroom practice Somewhat Agree	The patronage of a school influences the ways that students are consulted on classroom practice Agree	The patronage of a school influences the ways that students are consulted on classroom practice Strongly Agree
The socio-economic status of a school influences the ways that students are consulted on classroom practice	The socio-economic status of a school influences the ways that students are consulted on classroom practice Strongly Disagree	The socio-economic status of a school influences the ways that students are consulted on classroom practice Disagree	The socio-economic status of a school influences the ways that students are consulted on classroom practice Somewhat Disagree	The socio-economic status of a school influences the ways that students are consulted on classroom practice Neither Agree nor Disagree	The socio-economic status of a school influences the ways that students are consulted on classroom practice Somewhat Agree	The socio-economic status of a school influences the ways that students are consulted on classroom practice Agree	The socio-economic status of a school influences the ways that students are consulted on classroom practice Strongly Agree
The leadership of a school influences the ways that students are consulted on classroom practice	The leadership of a school influences the ways that students are consulted on classroom practice Strongly Disagree	The leadership of a school influences the ways that students are consulted on classroom practice Disagree	The leadership of a school influences the ways that students are consulted on classroom practice Somewhat Disagree	The leadership of a school influences the ways that students are consulted on classroom practice Neither Agree nor Disagree	The leadership of a school influences the ways that students are consulted on classroom practice Somewhat Agree	The leadership of a school influences the ways that students are consulted on classroom practice Agree	The leadership of a school influences the ways that students are consulted on classroom practice Strongly Agree
The patronage of a school influences how staff and students feel about students being consulted on classroom practice	The patronage of a school influences how staff and students feel about students being consulted on classroom practice Strongly Disagree	The patronage of a school influences how staff and students feel about students being consulted on classroom practice Disagree	The patronage of a school influences how staff and students feel about students being consulted on classroom practice Somewhat Disagree	The patronage of a school influences how staff and students feel about students being consulted on classroom practice Neither Agree nor Disagree	The patronage of a school influences how staff and students feel about students being consulted on classroom practice Somewhat Agree	The patronage of a school influences how staff and students feel about students being consulted on classroom practice Agree	The patronage of a school influences how staff and students feel about students being consulted on classroom practice Strongly Agree
The socio-economic status of a school influences how staff and students feel about students being consulted on classroom practice	The socio-economic status of a school influences how staff and students feel about students being consulted on classroom practice Strongly Disagree	The socio-economic status of a school influences how staff and students feel about students being consulted on classroom practice Disagree	The socio-economic status of a school influences how staff and students feel about students being consulted on classroom practice Somewhat Disagree	The socio-economic status of a school influences how staff and students feel about students being consulted on classroom practice Neither Agree nor Disagree	The socio-economic status of a school influences how staff and students feel about students being consulted on classroom practice Somewhat Agree	The socio-economic status of a school influences how staff and students feel about students being consulted on classroom practice Agree	The socio-economic status of a school influences how staff and students feel about students being consulted on classroom practice Strongly Agree
The leadership of a school influences how staff and students feel about students being consulted on classroom practice	The leadership of a school influences how staff and students feel about students being consulted on classroom practice Strongly Disagree	The leadership of a school influences how staff and students feel about students being consulted on classroom practice Disagree	The leadership of a school influences how staff and students feel about students being consulted on classroom practice Somewhat Disagree	The leadership of a school influences how staff and students feel about students being consulted on classroom practice Neither Agree nor Disagree	The leadership of a school influences how staff and students feel about students being consulted on classroom practice Somewhat Agree	The leadership of a school influences how staff and students feel about students being consulted on classroom practice Agree	The leadership of a school influences how staff and students feel about students being consulted on classroom practice Strongly Agree
School size influences the ways that students are consulted on classroom practice	School size influences the ways that students are consulted on classroom practice Strongly Disagree	School size influences the ways that students are consulted on classroom practice Disagree	School size influences the ways that students are consulted on classroom practice Somewhat Disagree	School size influences the ways that students are consulted on classroom practice Neither Agree nor Disagree	School size influences the ways that students are consulted on classroom practice Somewhat Agree	School size influences the ways that students are consulted on classroom practice Agree	School size influences the ways that students are consulted on classroom practice Strongly Agree
School size influences how staff and students feel about students being consulted on classroom practice	School size influences how staff and students feel about students being consulted on classroom practice Strongly Disagree	School size influences how staff and students feel about students being consulted on classroom practice Disagree	School size influences how staff and students feel about students being consulted on classroom practice Somewhat Disagree	School size influences how staff and students feel about students being consulted on classroom practice Neither Agree nor Disagree	School size influences how staff and students feel about students being consulted on classroom practice Somewhat Agree	School size influences how staff and students feel about students being consulted on classroom practice Agree	School size influences how staff and students feel about students being consulted on classroom practice Strongly Agree

Facilitating and Hindering Factors

Question Title

* 21. To what extent do you agree with the following statements about factors that can facilitate you consulting students on classroom practice?

	Strongly Disagree	Disagree	Somewhat Disagree	Neither Agree nor Disagree	Somewhat Agree	Agree	Strongly Agree
I support the idea of management (principal and/or leadership team) consulting students on teaching and learning issues	I support the idea of management (principal and/or leadership team) consulting students on teaching and learning issues Strongly Disagree	I support the idea of management (principal and/or leadership team) consulting students on teaching and learning issues Disagree	I support the idea of management (principal and/or leadership team) consulting students on teaching and learning issues Somewhat Disagree	I support the idea of management (principal and/or leadership team) consulting students on teaching and learning issues Neither Agree nor Disagree	I support the idea of management (principal and/or leadership team) consulting students on teaching and learning issues Somewhat Agree	I support the idea of management (principal and/or leadership team) consulting students on teaching and learning issues Agree	I support the idea of management (principal and/or leadership team) consulting students on teaching and learning issues Strongly Agree
I feel comfortable consulting students on teaching and learning issues	I feel comfortable consulting students on teaching and learning issues Strongly Disagree	I feel comfortable consulting students on teaching and learning issues Disagree	I feel comfortable consulting students on teaching and learning issues Somewhat Disagree	I feel comfortable consulting students on teaching and learning issues Neither Agree nor Disagree	I feel comfortable consulting students on teaching and learning issues Somewhat Agree	I feel comfortable consulting students on teaching and learning issues Agree	I feel comfortable consulting students on teaching and learning issues Strongly Agree
I am enthusiastic about consulting students on teaching and learning issues	I am enthusiastic about consulting students on teaching and learning issues Strongly Disagree	I am enthusiastic about consulting students on teaching and learning issues Disagree	I am enthusiastic about consulting students on teaching and learning issues Somewhat Disagree	I am enthusiastic about consulting students on teaching and learning issues Neither Agree nor Disagree	I am enthusiastic about consulting students on teaching and learning issues Somewhat Agree	I am enthusiastic about consulting students on teaching and learning issues Agree	I am enthusiastic about consulting students on teaching and learning issues Strongly Agree
I actively consult students on teaching and learning issues	I actively consult students on teaching and learning issues Strongly Disagree	I actively consult students on teaching and learning issues Disagree	I actively consult students on teaching and learning issues Somewhat Disagree	I actively consult students on teaching and learning issues Neither Agree nor Disagree	I actively consult students on teaching and learning issues Somewhat Agree	I actively consult students on teaching and learning issues Agree	I actively consult students on teaching and learning issues Strongly Agree
Teachers in this school support the idea of management (principal and/or leadership team) consulting students on teaching and learning issues	Teachers in this school support the idea of management (principal and/or leadership team) consulting students on teaching and learning issues Strongly Disagree	Teachers in this school support the idea of management (principal and/or leadership team) consulting students on teaching and learning issues Disagree	Teachers in this school support the idea of management (principal and/or leadership team) consulting students on teaching and learning issues Somewhat Disagree	Teachers in this school support the idea of management (principal and/or leadership team) consulting students on teaching and learning issues Neither Agree nor Disagree	Teachers in this school support the idea of management (principal and/or leadership team) consulting students on teaching and learning issues Somewhat Agree	Teachers in this school support the idea of management (principal and/or leadership team) consulting students on teaching and learning issues Agree	Teachers in this school support the idea of management (principal and/or leadership team) consulting students on teaching and learning issues Strongly Agree
Teachers in this school feel comfortable with management (principal and/or leadership team) consulting students on teaching and learning issues	Teachers in this school feel comfortable with management (principal and/or leadership team) consulting students on teaching and learning issues Strongly Disagree	Teachers in this school feel comfortable with management (principal and/or leadership team) consulting students on teaching and learning issues Disagree	Teachers in this school feel comfortable with management (principal and/or leadership team) consulting students on teaching and learning issues Somewhat Disagree	Teachers in this school feel comfortable with management (principal and/or leadership team) consulting students on teaching and learning issues Neither Agree nor Disagree	Teachers in this school feel comfortable with management (principal and/or leadership team) consulting students on teaching and learning issues Somewhat Agree	Teachers in this school feel comfortable with management (principal and/or leadership team) consulting students on teaching and learning issues Agree	Teachers in this school feel comfortable with management (principal and/or leadership team) consulting students on teaching and learning issues Strongly Agree
Students in this school support the idea of management (principal and/or leadership team) consulting them on teaching and learning issues	Students in this school support the idea of management (principal and/or leadership team) consulting them on teaching and learning issues Strongly Disagree	Students in this school support the idea of management (principal and/or leadership team) consulting them on teaching and learning issues Disagree	Students in this school support the idea of management (principal and/or leadership team) consulting them on teaching and learning issues Somewhat Disagree	Students in this school support the idea of management (principal and/or leadership team) consulting them on teaching and learning issues Neither Agree nor Disagree	Students in this school support the idea of management (principal and/or leadership team) consulting them on teaching and learning issues Somewhat Agree	Students in this school support the idea of management (principal and/or leadership team) consulting them on teaching and learning issues Agree	Students in this school support the idea of management (principal and/or leadership team) consulting them on teaching and learning issues Strongly Agree
Students in this school feel comfortable with management (principal and/or leadership team) consulting students on teaching and learning issues	Students in this school feel comfortable with management (principal and/or leadership team) consulting students on teaching and learning issues Strongly Disagree	Students in this school feel comfortable with management (principal and/or leadership team) consulting students on teaching and learning issues Disagree	Students in this school feel comfortable with management (principal and/or leadership team) consulting students on teaching and learning issues Somewhat Disagree	Students in this school feel comfortable with management (principal and/or leadership team) consulting students on teaching and learning issues Neither Agree nor Disagree	Students in this school feel comfortable with management (principal and/or leadership team) consulting students on teaching and learning issues Somewhat Agree	Students in this school feel comfortable with management (principal and/or leadership team) consulting students on teaching and learning issues Agree	Students in this school feel comfortable with management (principal and/or leadership team) consulting students on teaching and learning issues Strongly Agree
CPD is useful for preparing schools on how to consult students on classroom practice	CPD is useful for preparing schools on how to consult students on classroom practice Strongly Disagree	CPD is useful for preparing schools on how to consult students on classroom practice Disagree	CPD is useful for preparing schools on how to consult students on classroom practice Somewhat Disagree	CPD is useful for preparing schools on how to consult students on classroom practice Neither Agree nor Disagree	CPD is useful for preparing schools on how to consult students on classroom practice Somewhat Agree	CPD is useful for preparing schools on how to consult students on classroom practice Agree	CPD is useful for preparing schools on how to consult students on classroom practice Strongly Agree
Other	Other Strongly Disagree	Other Disagree	Other Somewhat Disagree	Other Neither Agree nor Disagree	Other Somewhat Agree	Other Agree	Other Strongly Agree

Please specify other facilitating factor

Question Title

* 22. To what extent do you agree with the following statements about factors that can prevent you from consulting students on classroom practice?

	Strongly Disagree	Disagree	Somewhat Disagree	Neither Agree nor Disagree	Somewhat Agree	Agree	Strongly Agree
I do not support the idea of management (principal and/or leadership team) consulting students on teaching and learning issues	I do not support the idea of management (principal and/or leadership team) consulting students on teaching and learning issues Strongly Disagree	I do not support the idea of management (principal and/or leadership team) consulting students on teaching and learning issues Disagree	I do not support the idea of management (principal and/or leadership team) consulting students on teaching and learning issues Somewhat Disagree	I do not support the idea of management (principal and/or leadership team) consulting students on teaching and learning issues Neither Agree nor Disagree	I do not support the idea of management (principal and/or leadership team) consulting students on teaching and learning issues Somewhat Agree	I do not support the idea of management (principal and/or leadership team) consulting students on teaching and learning issues Agree	I do not support the idea of management (principal and/or leadership team) consulting students on teaching and learning issues Strongly Agree
I do not feel comfortable consulting students on teaching and learning issues	I do not feel comfortable consulting students on teaching and learning issues Strongly Disagree	I do not feel comfortable consulting students on teaching and learning issues Disagree	I do not feel comfortable consulting students on teaching and learning issues Somewhat Disagree	I do not feel comfortable consulting students on teaching and learning issues Neither Agree nor Disagree	I do not feel comfortable consulting students on teaching and learning issues Somewhat Agree	I do not feel comfortable consulting students on teaching and learning issues Agree	I do not feel comfortable consulting students on teaching and learning issues Strongly Agree
I am not enthusiastic about consulting students on teaching and learning issues	I am not enthusiastic about consulting students on teaching and learning issues Strongly Disagree	I am not enthusiastic about consulting students on teaching and learning issues Disagree	I am not enthusiastic about consulting students on teaching and learning issues Somewhat Disagree	I am not enthusiastic about consulting students on teaching and learning issues Neither Agree nor Disagree	I am not enthusiastic about consulting students on teaching and learning issues Somewhat Agree	I am not enthusiastic about consulting students on teaching and learning issues Agree	I am not enthusiastic about consulting students on teaching and learning issues Strongly Agree
Teachers in this school do not support the idea of management (principal and/or leadership team) consulting students on teaching and learning issues	Teachers in this school do not support the idea of management (principal and/or leadership team) consulting students on teaching and learning issues Strongly Disagree	Teachers in this school do not support the idea of management (principal and/or leadership team) consulting students on teaching and learning issues Disagree	Teachers in this school do not support the idea of management (principal and/or leadership team) consulting students on teaching and learning issues Somewhat Disagree	Teachers in this school do not support the idea of management (principal and/or leadership team) consulting students on teaching and learning issues Neither Agree nor Disagree	Teachers in this school do not support the idea of management (principal and/or leadership team) consulting students on teaching and learning issues Somewhat Agree	Teachers in this school do not support the idea of management (principal and/or leadership team) consulting students on teaching and learning issues Agree	Teachers in this school do not support the idea of management (principal and/or leadership team) consulting students on teaching and learning issues Strongly Agree
Teachers in this school do not feel comfortable with management (principal and/or leadership team) consulting students on teaching and learning issues	Teachers in this school do not feel comfortable with management (principal and/or leadership team) consulting students on teaching and learning issues Strongly Disagree	Teachers in this school do not feel comfortable with management (principal and/or leadership team) consulting students on teaching and learning issues Disagree	Teachers in this school do not feel comfortable with management (principal and/or leadership team) consulting students on teaching and learning issues Somewhat Disagree	Teachers in this school do not feel comfortable with management (principal and/or leadership team) consulting students on teaching and learning issues Neither Agree nor Disagree	Teachers in this school do not feel comfortable with management (principal and/or leadership team) consulting students on teaching and learning issues Somewhat Agree	Teachers in this school do not feel comfortable with management (principal and/or leadership team) consulting students on teaching and learning issues Agree	Teachers in this school do not feel comfortable with management (principal and/or leadership team) consulting students on teaching and learning issues Strongly Agree
Students in this school do not support the idea of management (principal and/or leadership team) consulting them on teaching and learning issues	Students in this school do not support the idea of management (principal and/or leadership team) consulting them on teaching and learning issues Strongly Disagree	Students in this school do not support the idea of management (principal and/or leadership team) consulting them on teaching and learning issues Disagree	Students in this school do not support the idea of management (principal and/or leadership team) consulting them on teaching and learning issues Somewhat Disagree	Students in this school do not support the idea of management (principal and/or leadership team) consulting them on teaching and learning issues Neither Agree nor Disagree	Students in this school do not support the idea of management (principal and/or leadership team) consulting them on teaching and learning issues Somewhat Agree	Students in this school do not support the idea of management (principal and/or leadership team) consulting them on teaching and learning issues Agree	Students in this school do not support the idea of management (principal and/or leadership team) consulting them on teaching and learning issues Strongly Agree
Students in this school do not feel comfortable with management (principal and/or leadership team) consulting students on teaching and learning issues	Students in this school do not feel comfortable with management (principal and/or leadership team) consulting students on teaching and learning issues Strongly Disagree	Students in this school do not feel comfortable with management (principal and/or leadership team) consulting students on teaching and learning issues Disagree	Students in this school do not feel comfortable with management (principal and/or leadership team) consulting students on teaching and learning issues Somewhat Disagree	Students in this school do not feel comfortable with management (principal and/or leadership team) consulting students on teaching and learning issues Neither Agree nor Disagree	Students in this school do not feel comfortable with management (principal and/or leadership team) consulting students on teaching and learning issues Somewhat Agree	Students in this school do not feel comfortable with management (principal and/or leadership team) consulting students on teaching and learning issues Agree	Students in this school do not feel comfortable with management (principal and/or leadership team) consulting students on teaching and learning issues Strongly Agree
Time constraints prevent management (principal and/or leadership team) from consulting students on teaching and learning issues	Time constraints prevent management (principal and/or leadership team) from consulting students on teaching and learning issues Strongly Disagree	Time constraints prevent management (principal and/or leadership team) from consulting students on teaching and learning issues Disagree	Time constraints prevent management (principal and/or leadership team) from consulting students on teaching and learning issues Somewhat Disagree	Time constraints prevent management (principal and/or leadership team) from consulting students on teaching and learning issues Neither Agree nor Disagree	Time constraints prevent management (principal and/or leadership team) from consulting students on teaching and learning issues Somewhat Agree	Time constraints prevent management (principal and/or leadership team) from consulting students on teaching and learning issues Agree	Time constraints prevent management (principal and/or leadership team) from consulting students on teaching and learning issues Strongly Agree
Teacher resistance/opposition to student voice prevents management (principal and/or leadership team) from consulting students on teaching and learning issues	Teacher resistance/opposition to student voice prevents management (principal and/or leadership team) from consulting students on teaching and learning issues Strongly Disagree	Teacher resistance/opposition to student voice prevents management (principal and/or leadership team) from consulting students on teaching and learning issues Disagree	Teacher resistance/opposition to student voice prevents management (principal and/or leadership team) from consulting students on teaching and learning issues Somewhat Disagree	Teacher resistance/opposition to student voice prevents management (principal and/or leadership team) from consulting students on teaching and learning issues Neither Agree nor Disagree	Teacher resistance/opposition to student voice prevents management (principal and/or leadership team) from consulting students on teaching and learning issues Somewhat Agree	Teacher resistance/opposition to student voice prevents management (principal and/or leadership team) from consulting students on teaching and learning issues Agree	Teacher resistance/opposition to student voice prevents management (principal and/or leadership team) from consulting students on teaching and learning issues Strongly Agree
Union involvement prevents management (principal and/or leadership team) from consulting students on teaching and learning issues	Union involvement prevents management (principal and/or leadership team) from consulting students on teaching and learning issues Strongly Disagree	Union involvement prevents management (principal and/or leadership team) from consulting students on teaching and learning issues Disagree	Union involvement prevents management (principal and/or leadership team) from consulting students on teaching and learning issues Somewhat Disagree	Union involvement prevents management (principal and/or leadership team) from consulting students on teaching and learning issues Neither Agree nor Disagree	Union involvement prevents management (principal and/or leadership team) from consulting students on teaching and learning issues Somewhat Agree	Union involvement prevents management (principal and/or leadership team) from consulting students on teaching and learning issues Agree	Union involvement prevents management (principal and/or leadership team) from consulting students on teaching and learning issues Strongly Agree
The school’s socio-economic status hinders management (principal and/or leadership team)from consulting students on teaching and learning issues	The school’s socio-economic status hinders management (principal and/or leadership team)from consulting students on teaching and learning issues Strongly Disagree	The school’s socio-economic status hinders management (principal and/or leadership team)from consulting students on teaching and learning issues Disagree	The school’s socio-economic status hinders management (principal and/or leadership team)from consulting students on teaching and learning issues Somewhat Disagree	The school’s socio-economic status hinders management (principal and/or leadership team)from consulting students on teaching and learning issues Neither Agree nor Disagree	The school’s socio-economic status hinders management (principal and/or leadership team)from consulting students on teaching and learning issues Somewhat Agree	The school’s socio-economic status hinders management (principal and/or leadership team)from consulting students on teaching and learning issues Agree	The school’s socio-economic status hinders management (principal and/or leadership team)from consulting students on teaching and learning issues Strongly Agree
The school’s governing body/hinders management (principal and/or leadership team) from consulting students on teaching and learning issues	The school’s governing body/hinders management (principal and/or leadership team) from consulting students on teaching and learning issues Strongly Disagree	The school’s governing body/hinders management (principal and/or leadership team) from consulting students on teaching and learning issues Disagree	The school’s governing body/hinders management (principal and/or leadership team) from consulting students on teaching and learning issues Somewhat Disagree	The school’s governing body/hinders management (principal and/or leadership team) from consulting students on teaching and learning issues Neither Agree nor Disagree	The school’s governing body/hinders management (principal and/or leadership team) from consulting students on teaching and learning issues Somewhat Agree	The school’s governing body/hinders management (principal and/or leadership team) from consulting students on teaching and learning issues Agree	The school’s governing body/hinders management (principal and/or leadership team) from consulting students on teaching and learning issues Strongly Agree
Other	Other Strongly Disagree	Other Disagree	Other Somewhat Disagree	Other Neither Agree nor Disagree	Other Somewhat Agree	Other Agree	Other Strongly Agree

Please specify other hindering factor

Summary

Question Title

* 23. How would you sum up your experiences, as principal, of consulting students about classroom practice?

Next Stage of Research

Question Title

* 24. If you are interested in participating in the next stage of this research (i.e. me, the researcher, making a one-day visit to your school to conduct interviews with school staff and students), please provide your name, email address, and school address in the text box below.

Closing Statement

Thank you for taking the time to complete this survey. If you have any queries or further comments to make, please contact the researcher, Craig Skerritt.

Contact Details email: craig.skerritt2@mail.dcu.ie

If you wish to contact an independent person, please contact The Secretary, Dublin City University Research Ethics Committee, c/o Research and Innovation Support, Dublin City University, Dublin 9. Tel 01-7008000. Email: rec@dcu.ie.