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Ÿ Flexible and relevant segments of education. Ÿ Access to what learners can do. Ÿ Partnerships with higher education. Ÿ Support cooperation between parents and the community. Marzano (2003), in his work, identified five characteristics of highly successful schools: Ÿ Guaranteed and feasible curriculum. Ÿ Challenging goals and effective feedback. Ÿ Parent- and community involvement. Ÿ Safe and organised learning environment. Ÿ Collegiality and professionalism.
Quick and Quick (cited by Dagget, 2005: 2) undertook a study and made an analysis of five models of achieving schools and could identify the following five main characteristics: Ÿ A commitment to a strict and relevant curriculum.
Ÿ Implementation of a test programme to evaluate learners' conceptual knowledge and application of knowledge.
Ÿ A focused and sustainable staff development programme. Ÿ A commitment to address learner behaviour. Ÿ A willingness to incorporate organisational changes for the benefit of the learners.
Lezotte, Skaife and Holstead (cited by Dagget, 2005: 3) view the following characteristics as the most important: Ÿ The creation of a school culture. Ÿ The interaction between effective schools. Ÿ School-based management. Ÿ Data collection, breakdown and analysis. Ÿ School improvement plans. Ÿ Organisation of the schools for learners. Ÿ The development of community support. Ÿ Evaluation of learner progress.
For the purpose of this study, and based on the aforementioned literature review, the perceived success of public secondary schools will be measured by means of 26 items. The wording of the statements (items) originally measuring the perceived success of the schools is provided in Appendix 1.
THE VALIDATION OF A SCALE TO MEASURE ENTREPRENEURIAL ORIENTATION AND PERCEIVED SUCCESS IN PUBLIC SECONDARY SCHOOLS