School self-evaluation for school improvement: Examining the measuring properties of the LEAD surveys

Panayiotis Antoniou, Jacqui Myburgh-Louw, Peter Gronn

Research output: Contribution to journalArticleResearchpeer-review

6 Citations (Scopus)


Research evidence suggests school self-evaluation with the participation of school stakeholders could improve teaching and learning. Identification and use of appropriate self-evaluation frameworks, however, is not an easy task for schools. Such a framework, the LEAD School Effectiveness Surveys, has been developed by Independent Schools Victoria in Australia. The LEAD suite of school stakeholder surveys enables schools to evaluate their overall effectiveness in several domains and make informed decisions for school improvement. This article evaluates the reliability as well as the face, content and construct validity of the LEAD surveys and discusses the ways in which school self-evaluation results could contribute to school improvement. Data were gathered from a total of 119,749 students, teaching staff, general and parents taking the LEAD Surveys in 112 independent (non-government) schools and followed a five-year longitudinal design from 2009 to 2013. The results support the reliability as well as the face, content and construct validity of the LEAD surveys. The importance of evaluating the measuring properties of instruments used for school self-evaluation is discussed and suggestions for school self-evaluation are provided.

Original languageEnglish
Pages (from-to)191-210
Number of pages20
JournalAustralian Journal of Education
Issue number3
Publication statusPublished - 1 Nov 2016


  • confirmatory factor analysis
  • content and construct validity
  • face
  • LEAD surveys
  • school improvement
  • school policy
  • School self-evaluation
  • structural equation modelling
  • survey reliability

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