ABSTRACT
This chapter covers not only the attitudes of teachers and pupils towards schooling, but the relations between them. These relations were placed in the contexts of different communities within coeducational and single-sex schools, so that the impact of these communal influences could be assessed. The scope of the work was extended to include an assessment of comparative academic progress in mixed and single-sex schools. Indeed, there might have been such an intricate interweaving or perhaps apposition of the results in the various sections and subsections of the research as to make an over-all judgment on the problem impossible from a research standpoint. Continuing this inquisition, when one examine precisely the term 'academic progress' can find that it depends on measurement of progress in a number of individual subjects - some not even strictly academic. The early questionnaire answers had suggested that the staff in girls' schools worked in a more strained atmosphere than did the women staff in coeducational schools.
