The Editor, Sir:

I am in total disagreement with the thought of recruiting foreign teachers to teach in Jamaica. That will not change the system as is. That will not solve the problem. Jamaican teachers are well equipped to teach anywhere and do well in systems that are well organised. But they need to be working in a system that works. The system as it is in Jamaica is not working and blaming the teachers for the failure is an indication that those who are talking are not basing their ideas from a research perspective but merely on what they think. Salary based on performance will not cut it in a corrupt system like Jamaica. It will not work and I am encouraging all those who are having those thoughts to clear their heads and do serious research before they start spewing their ideas in the media.

The education system needs a complete overall. Using Steven Covey's terminology there needs to be a paradigm shift in the way people think about teachers, students and teaching.

Missing dimension

One missing dimension in the way people view schools is in the psychosocial dimension. This is an important component in analysing the overall health of a school and is an issue all schools (and government) should address. This environment may very well be a predictor of school effectiveness, sense of belonging, supportive community partnerships and student achievement.

There are studies that have been conducted (including the dissertation for my doctoral degree at the University of Toronto), which have identified some of the variables that may have some effect on student achievement and the school climate has been identified as one of these variables.

Children in school feel a sense of belonging when they perceive that others in the school and classroom value their presence and contribution. Children like everyone else have a basic psychological need for close supportive relationships, the need for emotional and physical safety and the need for a strong sense of connectedness or belonging. Schools nowadays arebeing asked to become communities of learning where students feel like they are part of the school and feel cared for by the people at their school. Students and staff members are more likely to have positive feelings about their school as a place to belong when they are able to make a difference in the way their school operates and looks.

Changes

Studies have been conducted suggesting that schools make changes in their educational practices that provide a supportive environment better suited to meeting the developmental, academic and emotional needs of children. A positive school environment makes school a place where both staff and students want to spend a substantial portion of their time. Students in a school with a positive climate are more likely to succeed academically, develop social and emotional competencies and avoid a number of problem behaviours including drugs and violence.

A health-promoting, child-friendly school as promoted by the World Health Organisation is a school that will make a child feel welcome, motivated to stay in school and learn.

I am, etc.,

Dr. CARMINE McLean

manger37@simpatico.ca

Ontario, Canada

Via Go-Jamaica