versión impresa ISSN 0256-0100 S. Afr. j. educ. vol.30 no.4
Pretoria 2010 RJ (Nico) Botha* Studies on school effectiveness
have dominated the literature of education management and
administration for some time. According to the literature, these
studies have two distinct aims: firstly, to identify factors
that are characteristic of effective schools, and secondly, to
identify differences between education outcomes in these
schools. The choice and use of uniformed outcome measures has,
however, been open to debate in many areas of education
research. One of the touchstones for effective schools is the
impact on learners' (scholars or students) education outcomes.
Researchers into school effectiveness, however, continuously aim
to clarify the dilemma with regard to learners' education
outcomes. In parallel with this has been a call for schools to
be more accountable, which in many cases leads to school
effectiveness being judged on academic results, while other
contributing factors are ignored. Apart from these